R 


W 


lMMnqi»r<)W<M<nMtt 


UNIVERSITY  OF  CALIFORNIA 
AT   LOS  ANGELES 


Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/dieteticsforhighOOwilliala 


DIETETICS   FOR   HIGH   SCHOOLS 


.The^^<:^o 


THE  MACMILLAN  COMPANY 

NBW  YORK   •    BOSTON   •    CHICAGO  •   DALLAS 
ATLANTA  •   SAN    FRANCISCO 

MACMILLAN  &  CO.,  Limited 

LONDON  •    BOMBAY  •    CALCinTA 
MELBOURNE 

THE  MACMILLAN  CO.  OF  CANADA,  Ltd. 

TORONTO 


DIETETICS  FOR  HIGH 
SCHOOLS 


BY 


FLORENCE   WILLARD,   B.S. 

CHAIRMAN  OF  THE  DEPARTMENT  OF  HOUSEHOLD  SCIBNOB 

WASHINGTON   IRVING   HIGH   SCHOOL 

NEW  YORK  CITY,   N.Y. 

AND 


LUCY  H.  GILLETT,  M.A. 

DIRECTOR  OF  THE  DIETETIC   BUREAU 
BOSTON,   MASS. 


THE  MACMILLAN   COMPANY 

1921 

All  riglUa  reterved 


COPTBIGHT,   1920, 

bt  the  macmillan  company. 


Set  up  and  electrotypcd.    Published  July,  1930. 


Votinoot)  i^iesB 

J.  S.  Gushing  Co.  —  Berwick  A  Smith  Co. 

Norwood,  Mass.,  U.S.A. 


ha 

^  6  51,^ 

CO 

S  PREFACE 

A}     As  our  knowledge  of  physiology  and  hygiene  on  the  one 

^  hand,  and  of  the  composition  of  foods  on  the  other,  increases, 

^    we  are  more  and  more  impressed  with  the  extent  to  which 

a  healthy  efficient  body  depends  upon  the  adaptation  of 

^food  to  bodily  needs. 

'  Those  who  provide  the  food  for  a  family,  especially  where 
^  there  are  growing  children,  have  an  opportunity  to  serve 
not  only  the  few  members  of  a  family  as  individuals,  but 
these  individuals  as  part  of  a  whole  community.  The  health 
of  a  community  depends  on  individual  welfare  in  which  food 
plays  a  very  important  part.  It  is  important  therefore  that 
those  who  select  the  food  for  a  family  should  be  intelligent 
with  regard  to  the  composition  of  food  and  its  use  in  the 
body. 

T  The  purpose  of  this  book  is  to  teach,  in  a  manner  adapted 
^to  high  schools,  the  appU cations  of  the  principles  of  nutri- 
^tion  to  the  feeding  of  the  family,  with  especial  emphasis 
on  the  relative  values  of  different  foods,  economy  in  buying, 
and  the  importance  of  good  food  habits.  The  problems 
are  in  the  form  of  practical  exercises  deaUng  with  the  food 
problems  of  the  average  family  and  may  be  modified  to  suit 
the  immediate  needs  of  any  class.  The  subject  matter  has 
direct  application  to  the  work  given  in  the  Hygiene  and 
General  Science  courses  in  many  high  schools.  It  is  hoped 
this  book  may  be  of  use  also  to  Women's  Clubs  as  the  basis 
of  lectures,  and  to  social  workers  and  public  health  nurses. 

The  presentation  of  the  material  is  the  result  of  several 
years'  experience  of  both  authors  in  the  teaching  of  the  sub- 

V 


Vi  PREFACE 

ject,  and  of  one  of  them  in  dealing  directly  with  individual 
family  problems  where  malnutrition  had  resulted  because 
of  lack  of  proper  attention  to  diet. 

The  authors  wish  to  acknowledge  their  indebtedness  to 
Professor  Henry  C.  Sherman  of  Columbia  University  for 
valuable  advice  and  helpful  criticism  in  the  preparation  of 
the  manuscript. 

F.  W.  AND  L.  H.  G. 
Mat,  1920. 


CONTENTS 

CHAPTER  I 

rAom 
Our  Dependence  on  Food 1 

Relation  of  food  to  growth,  health,  and  activity.  Normal 
weight  and  height  for  each  year  with  increase  per  month. 
Composition,  digestion,  and  absorption  of  food  as  related  to 
the  composition  of  the  body.     References. 

PROBLEMS 

1.  To  find  the  weight  and  height  of  the  class 

members. 

2.  To  find  the  average  weight  and  height  of  the 

class  members. 
3,  4.     To  make  a  chart  for  recording  weights. 

CHAPTER  II 

'  A  Standard  for  Measuring  Food  —  The  Cal.orie  .  .  16 
The  Calorie,  a  measure  of  food  value.  100-Calorie  por- 
tions are  convenient  quantities  for  discussion.  Weight  and 
measure  of  the  lOO-Calorie  portions  of  the  most  common 
foods.  A  comparison  of  the  energy  of  different  foodstuffs. 
References. 

PBOBLEM3 

5.    To  learn  to  use  the  scales. 
0,  7,  8,  9.    To  find  the  measure  of  the  lOO-Calorie  por- 
tion of  (6)  various  grain  products,  (7)  fruits, 
(8)  vegetables,  and  (9)  dairy  products  and 
some  fats. 
10.    To  compare  the  relative  value  and  cost  of 
food. 
11,  12,  13.    To  find  the  measure  of  the  lOO-Calorie  portion 
of  (11)  various  meats  and  fish,  (12)  nuts, 
and  (13)  chocolate,  sweets,  and  sugars. 
14.     To  select  a  luncheon  from  the  foods  weighed. 
vii 


VIU 


PAGE 


CONTENTS 

PROBLEMS 

15.    To  select  from  the  100-Calorie  portions  a 
luncheon  on  the  basis  of  economy. 

CHAPTER  III 

"   Food  Provides  Fuel  Needed  for  Energy      ....      28 
The  body  is  a  human  engine.     It  should  be  self-regulating 
and  self-repairing.    The  amount  of  energy  needed  may  be 
expressed  in  Calories.    Energy  varies  with  activity  and  size, 
and  is  influenced  by  growth  and  clothing.     References. 

PROBLEMS 

■  To  find  the  food  requirements  of  a  salesman, 
16,  17,  18,  a  miner,  the  members  of  one's  family,  one's 
19,  20,  21.        self,  and  the  total  food  requirement  of  the 

I     class. 

22.  To  find  the  food  value  of  a  lunch-box. 

23.  To  plan  the  day's  meals  for  a  growing  girl. 

24.  To  calculate  the  cost  of  the  meals  in  Prob- 

lem 23. 

CHAPTER  IV 

^^AT8,  Carbohydrates,  and  Proteins  in  Foods       ...      44 
Fats  and  carbohydrates :  sources,  uses,  and  amounts  needed 
in  the  diet.     Proteins :  sources,  uses,  relative  value  of  different 
proteins,  and  the  amount  needed.     References. 

PROBLEMB 

25.  A  comparison  of  the  fat  content  of  various 

foods. 

26.  To  plan  a  meal  containing  one  ounce  of  fat. 

27.  To  plan  a  meal  with  one  third  of  the  energy 

supplied  by  grain  products. 

28.  To  calculate  the  energy  derived  from  candy. 

29.  To  compare  the  cost  of  various  foods  as 

sources  of  energy. 

30.  To  find  the  protein  requirement  of  the  various 

members  of  a  family. 
31,  32.    To  compare  the  cost  of  various  foods  as 
sources  of  protein. 
33.    To  find  the  protein  content  of   the   meal 
planned  in  Problem  27. 


CONTENTS 


CHAPTER  T 

PAGE 

-Mineral  Elements  and  Vitamines  ...        .        .        .69 

Mineral  elements:  uses,  sources,  and  amount  of  each 
needed  daily.  Vitamines:  significance  of  fat  soluble  "A," 
water  soluble  "B,"  and  water  soluble  "C."  Effect  of  heat. 
References. 

FBOBLEMS 

34.  To  determine  the  amount  of  phosphorus, 

calcium,   and   iron  needed  daily  by  the 
various  members  of  a  family. 

35.  To  become  familiar  with  foods  rich  in  phos- 

phorus, calcixmi,  and  iron. 

36.  To  plan  meals  rich  in  phosphorus,  calcium, 

and  iron. 

37.  How  much  bread  will  it  take  to  provide  1.5 

grams  of  phosphorus?     How  much  meat? 

38.  How  much  milk  will  it  take  to  provide  0.8 

gram    of    calcium?     How    many    eggs? 
White  beans? 

39.  To  plan  a  well-balanced  meal  for  a  boy  15 

years  of  age  and  weighing  110  pounds. 

40.  To  study  the  influence  of  exercise  on  food  re- 

quirement. 

41.  To  become  familiar  with  foods  valuable  for 

their  vitamins  content. 

42.  A  summary  of   the  food  requirements  of  a 

family. 

CHAPTER  VI 

Feeding  the  Irving  Family  —  Luncheon  for  a  High  School 

Girl  or  Boy 77 

Growth  is  very  rapid  during  high  school  age.  The  luncheon 
should  be  nourishing  and  well  planned.  The  box  luncheon. 
The  school  luncheon.     The  home  luncheon.     References. 

PROBLEMS 

43,  44.  To  criticize  and  reconstruct  specified  meals. 

45,  46,  47.  To  plan  and  prepare  luncheons. 

48.  To  select  a  luncheon  from  a  school  menu. 

49.  To  prepare  a  home  luncheon. 


PASIS 

89 


jj  CONTENTS 

CHAPTER  VII 

Food  for  the  Baby   .        .        •        •        ;.,',',',' 
Mother's  milk,  the  best  food.     Cow  s  milk,  the  best  sub- 
stitute.    Modified  milk.     Cleanliness  of  milk  and  utensils 
important.     Regularity  of  feeding  is  essential.     References. 

PROBLEMS 

50.  To  calculate  the  food  value  of  the  food  of  a 

baby  6  months  old. 

51.  To  pasteurize  milk. 

52.  To  keep  milk  cold  without  a  refrigerator. 

53.  To  modify  and  pasteurize  milk. 

64.  The  preparation  of  meals  for  a  child  one  year 

old. 

65.  To  calculate  the  energy  and  protein  of  the 

meals  prepared  in  Problem  54. 

66.  To  calculate  the  cost  of  feeding  a  child  one 

year  old. 


CHAPTER  VIII 

Food  fob  Children  from  One  to  FrvE  Years  of  Age  .     100 

Milk  is  the  most  important  food.  Tea  and  coffee  should 
not  be  given.  Grain  products,  vegetables,  and  fruits  are 
necessary.  The  value  and  use  of  eggs.  Meat  is  not  a 
necessity.  Fats  are  valuable.  Sweets  should  be  used  cau- 
tiously.   Good  food  habits  are  essential.     References. 

PBOBIiZlU 

57.  To  plan  and  to  compare  two  breakfasts. 

58.  To  become  familiar  with  the  grain  products 

most  valuable  for  mineral  elements. 

59.  To  make  a  chart  showing  the  relative  value  of 

various  grain  products. 

60.  To  make  a  fireless  cooker. 

61.  To  become  familiar  with  the  vegetables  most 

valuable  for  their  mineral  elements. 
62,  63,  64.    The  preparation  of  mieals  for  children  14  to 
18  months,  3  years,  and  4  years  old  respec- 
tively. 
65.     A  discussion  of  the  meals  of  children. 


CONTENTS  a 

CHAPTER  IX 

PAOB 

Food  for  School  Children  and  Adults         .        .        .        .119 
The  meals  of  a  family  may  be  planned  to  suit  the  needs  of 
both  school  children  and  adults.     Both  need  milk,  grain 
products,  vegetables,  fruits,  and  fats.     Eggs  may  be  eaten  by 
all.     Meat  is  not  necessary.     References. 

PROBLEMS 

66.  To  plan  and  prepare  for  a  boy  a  day's  meals 

with  a  pint  of  milk  concealed  in  cooked 
food. 

67.  To  plan  and  prepare  for  a  family  a  day's  meals 

with  one  third  of  a  quart  of  milk  per  person 
concealed  in  cooked  food. 

68.  A  comparison  of  the  cost  of  meat  and  milk. 

69.  To  plan  for  a  boy  a  day's  meals  with  one  third 

of  the  energy  supplied  by  grain  products. 

70.  Suitable  substitutes  for  inappropriate  foods 

commonly  given  to  children. 

71.  To  plan  the  weekly  supply  of  vegetables  for 

a  family. 

72.  To  compare  the  cost  of  a  reasonable  meat  and 

milk  supply  for  a  family. 

73.  To  plan  a  day's  meals  for  a  school  boy  and 

girl. 

74.  To  plan  and  prepare  a  dinner  for  a  family. 

CHAPTER  X 

Planning  the  Meals  for  a  Family 134 

Each  member  is  an  individual  problem.  Accurate  planning 
of  food  values  for  a  few  meals  is  valuable.  A  score  card. 
References. 

PBOBLBMB 

75.  The  preparation  and  comparison  of  the  cost  of 

two  meals. 

76.  The  planning  of  one-dish  meals. 

77.  The  planning,  preparation,  and  serving  of  the 

meals  for  a  family. 

78.  To  judge  the  relative  merits  of  two  meals  by 

means  of  a  score  card. 


xii  CONTENTS 


CHAPTER  XI 


PAOB 


The  Market  Order  and  Economy  in  Buying        .        .        .     148 
Planning  ahead.     Buying  in  large  quantities.     Standing 
orders  for  staple  products.     Economy  necessitates  good  buy- 
ing.   A  record  of  food  purchased.     References. 

PROBLEMS 

79.     To  list  foods  that  may  be  purchased  in  large 
quantities. 
80,  81.     To  make  an  estimate  of  the  amount  of  each 
of  the  supplies  listed  in  Problem  79  needed 
by  a  given  family. 

82.  A  comparison   of   the   cost   of   delicatessen 

store  and  home-cooked  products. 

83.  A  comparison  of  the  price  of  prunes  pur- 

chased under  different  conditions. 

84.  A  comparison  of  the  use  and  cost  of  dried  and 

fresh  fruit. 
83.     The  use  and  cost  of  dried  milk  and  butter 
substitutes. 

86.  A  comparison  of  the  cost  of  cereals  pur- 

chased in  bulk  and  in  packages. 

87.  To  study  the  cost  of  "telephone  service  and 

delivery." 

88.  To  plan  the  meals  for  a  week  for  some  member 

of  the  class. 

89.  To  plan  the  market  orders  in  Problem  88. 

90.  A  study  of  the  "balance  of  food  values"  in 

a  given  weekly  food  record. 

91.  To  order  the  food  for  the  family  at  home  for 

a  week. 

CHAPTER  XII 

yTHE  Relative  Economy  of  Foods 162 

All  foods  are  not  equally  valuable  for  all  foodstuffs.  A 
rating  or  score  card  for  judging  the  relative  values  of  foods. 
References. 

PBOBLEin 

92.  To  compare  the  relative  economy  of  eggs, 

meat,  fish,  and  cheese. 


CONTENTS  xm 

PBOBLEMS  PAOI 

93.     To  compare  the  relative  economy  of  whole 
and  condensed  milk. 
94,  95,  96,  97,     To  make  charts  showing  the  relative  economy 
98,  99,  100.        of  various  grain  products,  nuts,  vegetables, 
and  fruits. 
101.     To  compare  the  relative  economy  of  two  com- 
binations. 

APPENDIX  A 

Diet  for  Abnormal  Conditions       .        .        .        .        vv      •    175 
Diet  in  constipation.  —  Diet  in  overweight  condition^Sr— 
Diet  in  tuberculosis  and  underweight  conditions.  -^  Diet  in 
diabetes.  —  Diet  in  gout. 

APPENDIX  B 
Tables  op  Composition  op  Foods 191 


LIST  OF  TABLES 

OHAJTXa  X  PAQK 

I.    Average  weight  and  height  for  children  under  five  years 

of  age 2 

II.    Average  weight  and  height  for  boys  and  girb  over  five 

years  of  age  (A)  boys,  page  3       .         .         .    (B)  girls        4 

III.  Normal  increase  in  weight  per  month  during  growth       .        4 

CHAPTRB    II 

IV.  Weight  and   measure   of  the   100-Calorie   portions  of 

common  grain  products 19 

V.     Weight  and  measure  of  the   100-Calorie  portions  of 

common  fruits  20 

VI.     Weight  and   measure  of  the   100-Calorie  portions   of 

common  vegetables 21 

VII.     Weight  and   measure  of  the   100-Calorie  portions  of 

various  dairy  products  and  some  fats  ...      22 

VIII.     Weight   and   measure  of   the   100-Calorie  portions  of 

various  kinds  of  meat  and  fish  ....      23 

IX.    Weight  and  measure  of  the   100-Calorie  portions  of 

some  common  nuts 24 

X.     Weight  and   measure  of  the   100-Calorie  portions  of 

chocolate,  various  sweets,  and  some  common  sugars  25 

OBAPTXB  HI 

XI.     Energy  used  by  average-sized  men  per  hour  under  dif- 
ferent conditions  of  activity 32 

XII.     Average  Calorie  requirement  per  poimd  per  hour  for 

adults 35 

XIII.  Food  allowances  for  children 37 

XIV.  Calories  required  per  each  pound  of  body  weight  per  day 

during  each  year  of  the  growing  period  ...      39 

XV.    To  modify  the  food  requirements  of  adults  after  middle 

age 40 

XV 


Xvi  LIST   OF  TABLES 

CHAFTEB  IV  PAQB 

XVL     Grams  of  fat  and  carbohydrate  in  the  100-Calorie  por- 
tion of  each  of  the  common  foods     ....       45 
XVIL     Foods  grouped  according  to  the  amount  of  protein  in 

the  100-Calorie  portions 57 

OMAPTSB   V 

XVin.     Foods  grouped  according  to  the  amount  of  phosphorus 

in  the  100-Calorie  portions 66 

XIX.     Foods  grouped  according  to  the  amount  of  calcium  in 

the  100-Calorie  portions  ......       67 

XX.     Foods  grouped  according  to  the  amount  of  iron  in  the 

100-Calorie  portions 68 

CBAPTKB  VU 

XXL     Suggestions  for  the  food  of  a  child  during  the  first 

year 92 

CHAPTER   VUI 

XXII.     Food  for  a  child  during  the  second  year      .         .         .116 

XXIII.  Food  for  a  child  during  the  third,  fourth,  and  fifth 

years 117 

CHAPTER   X 

XXIV.  The  food  requirements  of  the  Irving  family  .         .     135 
XXV.     A  day's  meals  planned  to  provide  for  the  needs  of  each 

member  of  the  Irving  family 140 

XXVI.     Food  value  of  the  meals  given  in  Table  XXV      .         .141 
XIXVII.     Food  value  of  meals  where  the  food  value  has  not  been 

planned  in  advance 142 

CHAPTER    XI 

XXVIII.     Leaks  in  market  orders 161 

CHAPTER    XII 

XXIX.    A  comparative  rating  for  each  common  food       .        .     164 
APPENDIX  A 

TABLB 

I.     Foods  recommended  to  prevent  or  overcome  constipa- 
tion   177 

II.     Diet  for  overweight  condition 180 

III.  Diet  for  tubercular  people 183 

IV.  Diet  for  undernourished  or  tubercular  people  .         .  184 
V.  Percentage  of  carbohydrate  in  vegetables,  fruits,  and 

nuts Ig7 

VI.  Foods  to  be  avoided  in  gout 189 


LIST  OF  TABLES  xvii 

APPENDIX  B 

TABIiE  FAOG 

I.     Amount  of  protein,  calcium,  phosphorus  and  iron  in 

100-Calorie  portions  of  each  of  the  common  foods        .     191 
II.     Food  value  per  pound  of  foods  as  purchased         .      193-194 


LIST  OF  CHARTS 

CHAPTER  I  PAGE 

I.     Increase  in  weight  with  change  of  food  ....       12 
II.     Method  of  starting  a  weight  chart  ....      12 

III.  Weight  chart  kept  by  a  high  school  girl  ...      13 

CHAPTER   IV 

IV.  A  comparison  of  some  common  foods  on  the  basis  of 

"grams  of  fat  per  100  Calories"  ....      46 

V.     A  comparison  of  some  common  foods  on  the  basis  of 

"grams  of  carbohydrate  per  100  Calories"  .         .      47 

-  VI.     A  comparison  of  some  common  foods  on  the  basis  of 

"grams  of  protein  per  100  Calories"  ....      64 

CHAPTER  V 

VII.     A  comparison  of  some  common  foods  on  the  basis  of 

"grams  of  phosphorus  per  100  Calories"     ...      62 
VIII.     A  comparison  of  some  common  foods  on  the  basis  of 

"grams  of  calcium  per  100  Calories"  ....      65 
IX.     A  comparison  of  some  common  foods  on  the  basis  of 

"grams  of  iron  per  100  Calories"        ....      69 

CHAPTER   VI 

X.     Increase  per  year  in  the  weight  of  girls  ....      82 
XI.     Increase  per  year  in  the  weight  of  boys  ....      82 

CHAPTER   VIII 

XII.     Relative  food  value  of  milk,  cocoa,  and  coffee        .         .     103 

XIII.  Relative  food  value  of  sugar  as  compared  with  molasses 

and  fruit 113 

CHAPTER   XI 

XIV.  Some  foods  supply  building  stones  more  economically 

than  others 157 

XV.    Comparative  food  value  of  dried  and  canned  fruits  and 

vegetables 158 

XVI.    Relative  food  value  of  soup  made  with  milk  and  stew 

made  with  meat 159 

xix 


XX  LIST  OF  CHARTS 

CHAPTER    XII  PAGE 

XVII.     Food  value  per  pound  of  grain  products  and  nuts  .         .  166 

XVIII.     Food  value  per  pound  of  green  and  leafy  vegetables      .  168 

XIX.     Food  value  per  pound  of  roots  and  tubers      .         .         .  169 

LIST  OF  FIGURES 

OHAPTEB   V 

I.    Effect  upon  growth  of  a  diet  deficient  in  proper  minerals     .  60 

II.    Effect  upon  growth  when  minerals  are  added       ...  61 

III.  Growth  curve  of  rats 72 

IV.  Efifect  upon  growth  of  fat  soluble  A 73 


DIETETICS  FOR  HIGH   SCHOOLS 


DIETETICS  FOR  HIGH  SCHOOLS 

CHAPTER   I 
OUR   DEPENDENCE   ON  FOOD 

Proper  food,  plenty  of  sleep,  fresh  air,  exercise,  regularity 
of  habits,  and  proper  clothing  are  all  controlling  factors  in 
health.  Although  food  is  only  one  of  these  factors  it  is  very 
important  to  have  the  diet  well  selected  to  suit  the  needs  of 
growth,  health,  and  activity. 

Food  Serves  Several  Purposes 

Food   should   be   adequate  to   maintain   normal  growth. 

If  we  compare  the  size  and  strength  of  a  baby  with  that  of 
a  full-grown,  strong,  healthy  man  or  woman  twenty-one 
years  of  age  and  five  feet  six  inches  tall,  we  realize  that  a 
tremendous  change  has  taken  place  in  growing  from  an 
infant  to  an  adult.  The  bones  are  larger,  the  teeth  have 
appeared,  the  muscles  have  developed,  and  the  man  or 
woman  has  gained  strength.  These  changes  have  been 
brought  about  gradually  through  the  building  up  of  the  body 
by  means  of  food  suited  to  its  needs.  A  diet  must  be  ade- 
quate both  in  kind  and  amoimt  in  order  to  produce  normal, 
healthy  men  and  women. 

During  the  period  of  high  school  life,  girls  and  boys  of 
twelve  or  fourteen  years  of  age  should  gain  from  nine  to  ten 
pounds  in  a  year,  or  from  twelve  to  thirteen  ounces  per  month. 

B  1 


2  DIETETICS  FOR  HIGH  SCHOOLS 

If  they  are  not  making  an  average  gain  in  weight,  they  should 
be  examined  by  a  physician  to  find  out  whether  there  is 
some  physical  defect  or  other  cause  for  retarded  growth. 
Then  the  diet  should  be  investigated  to  determine  whether 
or  not  it  is  adequate  in  kind  and  amount.  The  abihty  to 
work,  to  accomplish  one's  aim  and  to  compete  with  those 
who  are  physically  strong,  may  depend  upon  the  attention 
given  to  laying  a  good  foundation  for  health  early  in  life. 

The  following  tables  give  the  average  weight  and  height 
for  boys  and  girls  of  various  ages : 

Table  I.  —  Heights  and  Weights  for  Children  under  Five 
Years  of  Age.  (Based  on  Data  Published  by  the  Chil- 
dren's Bureau,  U.  S.  Department  of  Labor) 


Aoa 


Birth  . 

3  mos. 

6  mos. 

9  mos. 
12  mos. 
15  mos. 
18  mos. 
21  mos. 
24  mos. 
27  mos. 
30  mos. 
33  mos. 
36  mos. 
39  mos. 
42  mos. 
45  mos. 
48  mos. 

5  years 


BOTS 


Height 


Inches 

20.6 
23.5 
26.5 
28.1 
29.4 
30.8 
31.8 
32.9 
33.8 
34.8 
35.4 
36.1 
37.1 
37.9 
38.6 
39.0 
39.5 
41.6 


Weight 


Pounds 

7.6 
13.0 
18.0 
20.4 
21.9 
23.6 
24.6 
25.8 
27.1 
29.0 
29.5 
30.6 
32.3 
33.1 
33.8 
34.5 
35.9 
41.1 


GiBLS 


Height 


Inches 

20.5 

25.9 
27.6 
28.9 
30.1 
31.1 
32.3 
33.4 
33.9 
34.9 
35.6 
36.8 
37.3 
38.0 
38.5 
39.0 
41.3 


Weight 
Pounds 

7.2 

16.8 
19.1 
20.8 
21.9 
23.4 
24.8 
26.4 
27.3 
28.3 
29.1 
30.5 
31.6 
32.5 
33.3 
33.8 
39.7 


OUR  DEPENDENCE  ON  FOOD 


Table  II.  —  Height    and    Weight    for    Children    over    Five 
Years  of  Age  :   A,  Boys  ;   B,  Girls 

(.Prepared  by  Dr.  Thomas  D.   Wood) 


(A>) 


Right  HEIGHT  and  WEIGHT  for  BOYS 


Weights  axid  measures  should  be  taken  without  shoes  and  in  only  the  usual  indoor 
clothes.    Boya  should  remove  their  coats. 


Height 
Inches 

5 
Yr8. 

6 
Yr8. 

7 
Yrs. 

8 
Yrs. 

9 
Yrs. 

10 
Yrs. 

11 
Yrs. 

12 

Yrs. 

13 
Yrs. 

14 
Yrs. 

15 
Yrs. 

16 
Yrs. 

17 
Yrs. 

18 
Yrb. 

39 
40 
41 
42 
43 
44 
45 
46 
47 
48 
49 
50 

35 
37 
39 
41 
43 
45 
47 
48 

36 
38 
40 
42 
44 
46 
47 
49 
51 
53 
55 

37 
39 
41 
43 
45 
46 
48 
50 
52 
54 
56 
58 
60 
62 

44 
46 
47 
48 
50 
52 
55 
57 
59 
61 
63 
66 
69 

49 
51 
53 
55 
58 
60 
62 
64 
67 
70 
73 
77 

54 

56 
58 
60 
63 
65 
68 
71 
74 
78 
81 
84 
87 
91 

57 
59 
61 
64 
67 
69 
72 
75 
79 
82 
85 
88 
92 
95 
100 
105 

62 
65 
68 
70 
73 
76 
80 
83 
86 
89 
93 
97 
102 
107 
113 

71 

74 

77 

81 

84 

87 

90 

94 

99 

104 

109 

115 

120 

125 

130 

134 

138 

78 

82 

85 

88 

92 

97 

102 

106 

111 

117 

122 

126 

131 

135 

139 

142 

147 

86 

90 

94 

99 

104 

109 

114 

118 

123 

127 

132 

1.36 

140 

144 

149 

91 
96 
101 
106 
111 
115 
119 
124 
128 
133 
137 
141 
145 
150 

97 
102 
108 
113 
117 
120 
125 
129 
134 
138 
142 
146 
151 

51 

52 

53 

54 

55 

56 

57 

58 

59 

60 

61 

110 

62 

116 

63 

119 

64 

\??. 

65 

126 

66 

1.30 

67 

1.35 

68 

139 

69 

143 

70 

147 

71 

152 

Tables  I  and  II  represent  the  average  weight  and  height 
of  thousands  of  boys  and  girls,  and  while  the  measurements 
of  very  few  individuals  will  correspond  exactly  with  the 
figures  in  the  tables,  a  weight  or  height  7  per  cent  below,  or 
15  per  cent  above,  the  average  should  be  investigated. 

In  exceptional  cases  a  child  with  normal  health  and 
strength  may  seem  to  be  underweight  according  to  the  above 
figures,  but  if  there  is  a  normal  increase  in  weight  either  by  the 
year  or  by  the  month  there  is  probably  little  cause  for  alarm. 
Table  III  gives  a  normal  increase  in  weight  per  month  : 

*  Copyrighted  Child  Health  Organization. 


DIETETICS  FOR  HIGH   SCHOOLS 


(fii)  Right  HEIGHT  and  WEIGHT  for  GIRLS 

Weights  and  measures  should  be  taken  without  shoes  and  in  only  the  usual  indoor  clothes. 


5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16. 

17  !   18 

Inches 

YR8. 

Yrs. 

Yrs. 

Yrs. 

Yrs. 

Yrs. 

Yrs. 

Yrs. 

Y'rs. 

Yrs. 

Yrs. 

Yrs. 

Yrs. 

Yrs. 

39 

M 

35 

36 

40 

36 

37 

38 

41 

38 

39 

40 

42 

40 

41 

42 

43 

43 

42 

42 

43 

44 

44 

44 

45 

45 

46 

45 

46 

47 

47 

48 

49 

46 

48 

48 

49 

50 

51 

47 

49 

.50 

51 

52 

53 

48 

51 

52 

53 

54 

55 

56 

40 

.53 

54 

55 

56 

57 

58 

60 

56 
59 
62 

57 
60 
63 
66 
68 

58 
61 
64 
67 
69 
72 
76 

59 
62 
65 
68 
70 
73 
77 
81 
85 
89 

60 
63 
66 
68 
71 
74 
78 
82 
86 
90 
94 
99 
104 
109 

61 

64 

67 

69 

72 

75 

79 

83 

87 

91 

95 

101 

106 

HI 

115 

117 

70 

73 

76 

80 

84 

88 

93 

97 

102 

107 

112 

117 

119 

77 

81 

85 

89 

94 

99 

104 

109 

113 

lis 

120 

86 
90 
95 
100 
106 
111 
115 
119 
122 

91 
96 
102 
108 
113 
117 
120 
123 

98 
104 
109 
114 
118 
121 
124 

61 

52 

53 

54 

56 

56 

57 

58 

50 

60 

106 

61 

111 

62 

115 

63 

119 

64 

122 

65 

125 

Tablb  III.  —  A  Normal  Increase  in  Weight  per  Month 
DURING  Growth 


Fob  Boys 

Fob  Girls 

Age 

Average 
gain  per 
month 

Age 

Average 
gain  per 
month 

First  year      .... 
Second  year  .... 
Third  year     .... 
Fourth  to  eighth  years 

(inclusive)  .... 
Ninth  to  eleventh  years 

(inclusive)  .... 
Twelfth  and  thirteenth 

years      

Fourteenth  to  sixteenth 

years  (inclusive) 
Seventeenth  year    .     . 

Ounces 

14  to  18 

10  to  12 

7  to    8 

5  to    6 

7  to    8 

11  to  12 

12  to  16 

8  to  10 

First  year     .... 

Second  year  .... 

Third  year    .... 

Fourth  to  eighth  years 
(inclusive)      .     .     . 

Ninth  to  twelfth  years 
(inclusive)      .     .     . 

Thirteenth  to  fifteenth 
years  (inclusive) 

Sixteenth  and  seven- 
teenth years  .     .     . 

Ounces 

14  to  18 

10  to  12 
7  to    8 

5  to    6 

7  to    9 

11  to  13 
4  to    8 

Copyrighted  Child  Health  Organization. 


OUR  DEPENDENCE  ON  FOOD  6 

PROBLEMS 

1.  To  ascertain  the  weight  and  height  of  each  member  of  the  class : 

How  much  should  a  boy  or  girl  of  your  age  and  height 
weigh  ? 

How  much  do  you  weigh?     Record  your  weight. 

How  tall  are  you?     Record  your  height. 

Compare  your  weight  with  the  average.  What  per 
cent  above  or  below  the  average  are  you?  Can  you 
account  for  it  ? 

2.  To  find  the  average  age,  weight,  and  height  of  the  whole  class : 

Add  together  the  weights  of  all  the  members  of  the  class 
and  divide  the  total  by  the  number  in  the  class.  Do  the 
same  for  the  heights  and  ages.  What  is  the  average  weight, 
height,  and  age  of  the  whole  class? 

Compare  these  averages  of  the  class  with  the  average 
in  the  table.     What  is  the  percentage  variation? 

Proper  food  is  important  for  health.  Weight  is  not  the 
only  factor  to  be  considered  in  judging  normfal  conditions. 
There  are  boys  and  girls  who  are  normal  in  height  and  weight, 
and  yet  are  not  strong.  Although  the  twenty-one-year- 
old  man  or  woman  referred  to  above  may  have  attained 
average  weight  and  height,  and  is  apparently  well,  he  or 
she  may  be  very  susceptible  to  colds  or  other  diseases  because 
of  low  resistance,  or  there  may  not  be  strength  enough  to 
admit  of  much  muscular  work  without  extreme  exhaustion. 
Generally  food  will  be  used  to  support  the  needs  of  growth 
first,  and  if  there  is  an  insufficient  amount  for  both  growth 
and  health,  health  will  suffer.  Food  should  be  so  planned 
as  to  provide  for  increase  in  size,  to  supply  strength,  and  to 
build  up  resistance. 

It  should  be  the  duty  of  boys  and  girls  to  keep  well,  not 
only  for  their  own  sakes,  but  for  the  sake  of  those  about 
them  and  for  the  welfare  of  their  country.  Each  should 
be  able  to  do  his  or  her  share  in  the  world's  productive  work. 

Perfect  health  knows  no  pain  except   through   accident 


6  DIETETICS  FOR  HIGH  SCHOOLS 

and  should  enable  the  possessor  to  do  a  day's  work  or  enjoy 
a  day's  pleasure  without  undue  fatigue.  We  seldom  appre- 
ciate the  value  of  health  until  we  are  inconvenienced  by  some 
aihnent,  such  as  frequent  headaches,  indigestion,  or  lack  of 
energy.  We  are  inclined  to  reason  that  these  ills  are  our 
misfortunes.  On  the  contrary  they  are  blessings  in  dis- 
guise becau.se  they  are  nature's  warnings  that  we  are  doing 
something  wrong.  The  first  warning  should  be  heeded  and 
the  condition  investigated.  Unfortunately  we  cannot  begin 
Hfe  over  again,  and  too  often  these  warnings  are  neglected 
until  they  become  .severe  and  unbearable.  Then  it  is  often 
too  late  to  remedy  the  harm  done. 

Again,  from  childhood  we  may  be  so  accustomed  to  a 
lack  of  energy  that  we  are  not  conscious  of  our  inabihty  to 
do  a  normal  amount  of  work.  A  boy  may  be  able  to  go  to 
school  every  day,  but  he  may  not  be  able  to  play  as  hard  as 
the  other  boys;  he  may  have  to  content  himself  by  being 
an  onlooker  at  baseball ;  he  manages  to  make  his  grades 
at  school,  but  this  leaves  him  no  time  for  exercise.  Because 
he  is  not  sick  enough  to  go  to  bed,  no  one  bothers  to  investi- 
gate his  condition.  He  is  pitied  as  being  unfortunately 
frail,  naturally  dull,  and  destined  to  go  through  life  handi- 
capped. There  have  been  many  such  cases  where  the 
health  has  been  impi-oved,  and  the  boy  or  girl  has  advanced 
more  rapidly  at  school,  merely  by  changing  the  type  of  food 
eaten.  Quite  frequently  it  is  not  so  much  the  amount  of 
food  as  the  kind  of  food  eaten  that  is  at  fault.  White  bread 
and  coffee  for  breakfast,  no  matter  what  the  quantity, 
can  never  supply  what  a  boy  or  girl  needs  for  robust  mus- 
cles, rosy  cheeks,  and  eyes  beaming  with  health  ready  to 
enjoy  life. 

Food  is  the  source  of  our  activity.  Activity  is  a  necessity. 
In  fact,  the  very  things  that  keep  us  aUve  involve  some 
activity.     The  muscles  of  the  stomach  and  intestines  are 


OUR  DEPENDENCE   ON  FOOD  7 

in  motion  while  caring  for  the  food  we  eat,  the  muscles  of 
the  chest  move  when  we  breathe,  the  heart,  too,  is  in  constant 
motion.  All  these  motions  are  going  on  while  we  sleep. 
They  involve  activity  over  which  we  have  no  control,  and, 
slight  as  they  may  seem  to  us,  use  considerable  energy  in 
doing  work. 

Then  there  is  voluntary  activity  which  enables  us  to  climb 
stairs,  to  write,  to  sew,  to  play  basketball,  and  to  do  work 
of  all  kinds  whether  for  business  or  pleasure.  The  person 
sitting  in  an  office  or  a  schoolroom  does  not  need  as  much 
food  as  the  person  working  in  a  machine  shop  or  taking 
gymnastics,  because  the  harder  we  work  with  our  muscles, 
the  more  food  is  required  for  the  energy  used.  Food  must 
provide  the  power  to  do  the  work  whether  it  be  voluntary  or 
involuntary. 

The  Composition  of  Foods  Should  Be  Such  as  to  Serve 
THE  Needs  of  the  Body 

Relation  between  the  composition  of  foods  and  the  com- 
position of  the  body.  Since  we  are  dependent  to  such  a 
large  extent  upon  food  for  the  material  from  which  our 
bodies  are  built  up,  for  strength,  for  resistance  to  disease,  and 
for  energy,  it  is  important  to  know  about  the  composition 
of  various  foods  and  what  we  may  expect  each  to  do  for  us. 

We  learn  about  foods  from  the  work  of  the  food  chemists. 
They  have  analyzed  foods  and  found  them  to  be  composed 
of  proteins,  fats,  carbohydrates  (starch,  sugars,  and  cellulose), 
mineral  elements,  vitamines,  and  water,  (Starch,  sugars, 
and  cellulose  are  grouped  together  because  of  their  similarity 
in  composition.) 

The  physiologist  tells  us  that  these  same  substances  are 
the  materials  needed  to  make  a  child  gain  in  weight  and  in 
height,  that  they  are  all  needed  to  keep  boys  and  girls,  men 


8  DIETETICS  FOR  HIGH  SCHOOLS 

and  women,  strong  and  healthy,  and  that  they  enable  us 
to  work  and  play. 

In  other  words,  these  substances  provide  material  to  form 
and  repair  tissues,  to  stimulate  and  regulate  the  rapidity 
with  which  the  various  internal  processes  of  living  are  car- 
ried on ;  they  provide  energy  needed  for  work  and  for  keep- 
ing the  body  warm.  Sugars,  starch,  and  fats  are  the  chief 
sources  of  energy,  though  proteins  may  be  used  for  this 
purpose.  In  an  ordinary  diet  about  nine  tenths  of  the 
energy  is  furnished  by  carbohydrates  and  fats,  and  about 
one  tenth  by  proteins.  If  food  contains  more  fats  and  car- 
bohydrates than  are  needed  for  energy,  the  surplus  will  be 
stored  as  fatty  tissue. 

Muscles,  bones,  and  tissues  other  than  fatty  tissues  are 
composed  chiefly  of  proteins,  mineral  elements,  vitamines, 
and  water,  with  perhaps  the  addition  of  a  small  amount  of 
carbohydrate  and  fat.  Mineral  elements  and  vitamines 
help  to  keep  order  throughout  the  body.  They  enter  into 
the  composition  of  the  tissues,  or  stimulate  activity  here, 
check  it  there,  and  act  as  regulators  generally. 

For  the  best  results  each  of  these  foodstuffs  should  be 
present  in  the  right  proportions.  After  further  discussion 
of  the  composition  of  foods  and  the  amount  of  each  food- 
stuff required  by  the  body,  it  will  be  quite  possible  to  plan 
a  diet  that  will  contain  the  proper  amount  of  each  foodstuff 
to  suit  the  needs  either  of  an  individual  or  of  a  whole  family. 

Digestion  of  food.  Before  the  food  can  be  used  by  the 
body,  however,  it  must  go  through  the  preparatory  process 
of  digestion.  As  it  passes  through  the  mouth,  stomach, 
and  intestines  it  is  very  finely  divided  and  brought  into  solu- 
tion through  the  influence  of  the  digestive  juices. 

The  first  requirements  in  good  digestion  are  good  teeth 
and  a  cheerful  frame  of  mind.  The  army,  recognizing  the 
importance  of  the  teeth  as  a  factor  in  preserving  the  health 


OUR  DEPENDENCE  ON  FOOD  9 

of  its  men,  requires  that  every  soldier  have  his  teeth  in  good 
condition.  Bad  teeth  may  be  responsible  for  poor  health, 
not  only  because  their  owner  cannot  chew  his  food  properly, 
but  because  of  the  bacteria  that  lodge  and  multiply  in  the 
cavities.  The  bacteria  may  invade  other  parts  of  the  body 
and  form  poisonous  products  which  will  be  absorbed  into 
the  system.  Bad  teeth  are  as  objectionable  as  decayed  or 
dirty  food.  Sound,  clean  teeth  are  among  the  most  impor- 
tant safeguards  of  the  stomach  and  of  the  whole  body. 

In  the  mouth  the  food  should  be  thoroughly  chewed, 
mixed,  and  moistened  with  saliva.  This  enables  the  food 
to  pass  down  into  the  stomach  easily.  In  the  stomach  and 
intestines  it  is  churned  and  mixed  with  the  digestive  juice 
peculiar  to  each  of  these  organs.  The  process  of  digestion 
should  be  continuous  from  the  time  saliva  begins  to  act 
upon  food  in  the  mouth  until  it  becomes  a  soluble  mass  in 
the  intestines. 

Chewing  the  food  prepares  the  way  for  quick  digestion 
by  separating  it  into  small  pieces,  and  by  stimulating  the 
flow  of  the  digestive  juice  in  the  stomach.  "  Bolting  food  " 
is  not  only  bad  manners,  but  it  is  injurious  to  health  as  well. 
It  adds  to  the  work  of  the  stomach  and  prolongs  the  length 
of  time  the  food  has  to  remain  in  the  stomach.  This  increases 
the  danger  of  fermentation  and  the  production  of  injurious 
substances. 

Pleasant  anticipation  of  food  also  stimulates  the  flow  of 
the  digestive  juice,  while  worry  and  anger  retard  it.  Be- 
coming angry  over  or  displeased  with  food  placed  before  one, 
or  worrying  over  examinations  or  lessons  poorly  prepared,  may 
interfere  with  digestion  so  seriously  as  to  cause  "  indigestion." 
Work  well  done  should  help  to  bring  about  cheerful  conver- 
sation so  that  the  mealtime  may  be  a  joyous  occasion. 

Absorption  of  food.  Digested  foods  in  a  soluble  state 
are  absorbed  chiefly  through  the  intestinal  wall,  taken  by 


10  DIETETICS  FOR  HIGH  SCHOOLS 

the  blood  to  all  parts  of  the  body,  and  built  up  into  tissues. 
As  the  blood  with  its  digested  products  flows  through  the 
body,  each  part  selects  the  material  it  needs  to  build  bones, 
muscles,  and  other  tissues,  or  stores  it  up  for  some  future 
use.  In  this  way  growth  takes  place,  the  body  is  kept  in 
repair,  and  a  reserve  is  set  aside  to  provide  for  an  emergency. 
After  growth  has  ceased,  there  is  still  need  of  these  digested 
products  in  the  repairing  of  the  tissues  that  are  constantly 
wearing  out. 

Excretion  of  waste.  The  worn-out  parts  are  carried 
away  in  the  blood,  to  be  eliminated  through  the  skin,  the 
lungs,  the  kidneys,  or  the  intestines.  It  is  of  vital  impor- 
tance that  this  material  be  disposed  of  before  it  accumulates 
to  such  an  extent  as  to  produce  poisoning.  Headaches, 
a  muddy  complexion,  and  a  dull,  stupid  feeling  with  no 
apparent  cause  may  all  be  the  result  of  improper  elimination 
of  these  substances. 

Exercise,  plenty  of  water,  and  the  right  kind  of  food  should 
keep  the  system  flushed  and  rid  of  this  waste  material. 
Since  much  of  it  is  disposed  of  through  the  intestines,  great 
care  should  be  taken  to  prevent  constipation.  The  bowels 
should  always  move  at  least  once  a  day,  while  two  or  three 
movements  a  day  at  regular  times  are  better. 

Water.  Water  is  present  not  only  in  every  food  but  in 
every  part  of  the  body.  It  does  not  change  during  the 
process  of  digestion  like  most  of  the  other  foodstuffs,  but 
serves  as  a  medium  for  carrying  the  other  five  types  of 
material  throughout  the  body,  holding  them  in  solution  so 
that  they  may  be  absorbed  and  used  properly. 

Plenty  of  water  in  the  diet  keeps  the  tissues  in  a  moist 
condition,  stimulates  the  flow  of  digestive  juices,  aids  in 
digestion,  absorption,  and  excretion,  and  promotes  circula- 
tion. We  need  plenty  of  water  to  flush  the  system  so  that 
we  may  get  rid  of  the  waste  material  before  if  becomes 


OUR  DEPENDENCE  ON  FOOD  11 

injurious.  It  is  no  longer  considered  unwise  to  drink  a 
moderate  amount  of  water  with  meals,  provided  it  is  not  used 
to  wash  down  the  food.  With  an  average  amount  of  exer- 
cise, at  least  six  to  eight  glasses  of  water  should  be  taken 
every  day.  A  convenient  and  easy  rule  to  remember  is  to 
take  one  glass  of  water  before  breakfast,  a  glass  or  two  with 
each  meal,  a  glass  about  two  hours  after  each  meal,  and  a 
glass  before  going  to  bed.  More  may  be  taken  with  increased 
exercise  and  a  corresponding  increase  in  evaporation  or 
perspiration.  Tliere  is,  however,  danger  in  drinking  too 
much  water  without  a  proper  amount  of  exercise  because  of 
the  extra  work  thrown  upon  the  stomach  and  kidneys,  and 
in  some  cases  the  heart  also. 

The  foods  containing  comparatively  large  amounts  of 
water  are  chiefly  fruits  and  vegetables. 

How  much  water  do  you  drink  during  the  day? 

Selection  op  Food  Should  not  Be  Left  to  Chance 

We  eat  to  supply  real  needs,  —  needs  greater  than  the 
mere  satisfying  of  the  appetite.  How  well  our  food  serves 
its  purpose  is  dependent  upon  the  intelligence  with  which 
we  select  it.  The  appetite  is  not  always  a  reliable  guide. 
Often  it  has  been  pampered  and  abused  until  it  can  no  longer 
b(i  trusted  to  protect  us  from  errors  in  diet  and  consequent 
lowered  vitality. 

People  are  realizing  more  and  more  the  importance  of 
adjusting  food  intake  to  their  individual  needs.  Crops  and 
live  stock  have  long  been  carefully  watched  and  fed  to  pro- 
duce better  products,  while  children  have  too  often  been 
allowed  to  eat  more  or  less  as  they  pleased.  Few  brought 
up  under  these  conditions  continue  healthy  throughout 
their  threescore  years  and  ten,  and  our  attention  is  called 
constantly  to  the  large  number  of  people  who  are  only  half- 


12 


DIETETICS  FOR  HIGH  SCHOOLS 


0 
Apr.  IS 


1 

___, 

^ 

1 

s 

tv»^                     > 

r^ 

a 

6 

■^ 

?^ 

_- - 

ActlJ^ 

^ 

JS*"* 

May  16 


2 
June  16 


3 
Juiy  16 


7 
Nov.  16 


Aug.  15      Sept.  14        Oct 
TIME  IN  MONTHS 
Boy,  12  yra.  old,  4  ft.  7  In.  in  Height 
A = Normal  Weight,  78  lbs. 
B  =Actual  Weight,  06  Ibe.  ^-  ^-  ^-  ^■'  ^-  *^* 

Chart  I.  —  To  show  increase  in  weight  with  change  of  food  habits. 


no 


2a 


S  8 
g^  «» 


Directions  for  recording  the  weight 

Consult  Table  II  to  find  bow  much  you  should 
-weigh .-On-the-line-at  the  left,  represent  this  weight, 
by  a  cross,  (x) 

Consult  Table  III  to  find  how  much  you  should 
gain  during  eight  months. 


Record-the-amount.  yon_ahould_weigh_at_the- 

end  of  eight  months  on  the  line  perpendicular  to  the 
base  line  at  "8".   Connect  these  two  points. 

Tbu  line  reprekents  your  Normal  gain  during 
eight-months-, 


Determine  your  actual  weight  and  record  it  on 


weight  for 


each  sue- 


tliis  line  at  the  left.  jRecordthe 
"cessive-mpnth-on— the-corresponding— peritendicular- 
line  with  the  date  recorded  belo^.  Connect  each  two 
successive  weights  by  a  straight  line. 
See  Charts  I  and  III  I  i 


1  4  5 

TIME  IN  MONTHS 


Chart  n.  —  Method  for  preparing  the  weight  chart. 


OUR  DEPENDENCE  ON  FOOD 


13 


fit  physically  during  "  the  last  of  life  for  which  the  first  was 
made." 

We  hear  much  concerning  the  numbers  of  undernourished 
school  children,  —  of  children  who  are  below  normal  in 
weight,  in  height,  in  strength,  and  in  grades  at  school ;  and 
we  feel  that  something  should  be  done  to  prevent  these  boys 


120 

m 
0(B): 

2 

y 

^ 

/ 

J 

5  115; 
£  (A) 

h* ' 

o 

H 

IK) 

i(v; 

••"0 

1 

2                            S 

4 

6 

Feb.  lat 

March  1st 

April  1st               May  Ist 
TIME  IN  MONTHS 

June  1st 

Jolylrt 

Chart  in.  —  An  actual  record  kept  by  a  Washington  Irving  High 
School  girl,  17  years  old,  5  ft.  3  in.  in  height. 

and  girls  from  becoming  handicapped  for  life.  The  first 
step  is  to  find  out  whether  a  boy  or  girl  is  normal  in  weight 
and  height. 

Chart  I  represents  the  story  of  a  boy  twelve  years  of 
age  who  was  found  not  to  be  gaining  as  he  should.  Although 
he  was  not  sick  he  was  unable  to  accomplish  much  either 
at  school  or  at  home  and  was  branded  as  having  little  ambi- 


14  DIETETICS  FOR  HIGH  SCHOOLS 

tion.  Finally  lie  was  examined  by  a  physician  who  said 
there  was  no  physical  cause  for  underweight,  but  that  the  boy 
was  undernourished.  The  mother  could  not  understand 
this,  as  he  ate  a  loaf  of  bread  a  day,  about  half  a  pound  of 
meat,  and  had  all  the  coffee  he  wanted  to  drink.  Some  one 
who  understood  the  relation  of  food  to  health  advised  the 
mother  to  stop  the  coffee,  to  reduce  the  meat,  and  to  add 
milk  and  vegetables  to  his  diet.  The  change  was  finally 
made,  with  the  result  that  at  the  end  of  eight  months  he  was 
nearly  up  to  average  weight.  His  improvement  at  school 
was  equally  marked,  and  he  became  a  strong,  healthy  boy 
with  time  and  energy  foi-  play  as  well  as  work.  Food  then 
must  supply  growing  material,  it  must  Ije  of  such  a  nature  as 
to  keep  us  well,  and  it  must  provide  energy  or  the  ability  to 
work. 

PROBLEMS 

3.  To  start  a  chart  record  of  your  weight : 

Secure  a  piece  of  plotting  or  graph  paper  and  mark  it 
like  the  illustration  in  Chart  II.  On  this  sheet  draw  a 
line  representing  the  average  weight  and  increase  in  weight 
for  a  person  of  your  age  and  height  and  record  with  dots 
your  present  weight  and  height.  On  the  first  of  each  month 
determine  your  weight  and  place  a  dot  in  its  respective 
place  on  the  chart,  connecting  it  with  the  dot  of  the  previous 
month  by  a  straight  line.  (Chart  III  represents  the  actual 
record  kept  by  a  girl  at  the  Washington  Irving  High  School, 
New  York  City.) 

4.  Select  a  seven-  or  eight-year-old  child  of  your  acquaintance  and 

start  a  chart  of  its  weight.  (As  you  progress  in  the  course 
you  may  be  able  to  give  helpful  suggestions  regarding  the  diet 
of  the  child.) 

REFERENCES 

Feeding  the  Family,  Chapters  I  and  II.     Rose,  Mary  S.     Macmillan 

Company. 
Home  and  Community  Hygiene,  pages  18  to  30.     Broadhurst,  Jean. 

J.  B.  Lippinoott  Co. 


CHAPTER  II 

A   STANDARD   FOR    MEASURING    FOOD  —  THE 
CALORIE 

As  we  have  seen  in  Chapter  I,  foods  and  the  body  are 
composed  of  the  same  kinds  of  materials,  and  our  well- 
being  depends  on  the  proper  amounts  of  the  various  food- 
stuffs eaten.  The  average  person,  however,  would  be  some- 
what discouraged  if  each  day  before  eating  he  had  to  calculate 
his  food  requirement  in  terms  of  carbohydrates,  fats,  pro- 
teins, mineral  elements,  vitamines,  and  water.  But  it 
is  possible  to  become  so  familiar  with,  the  composition  and 
relative  values  of  different  foods  that  choosing  the  right 
ones  may  be  done  with  very  little  thought. 

We  will  begin  our  acquaintance  with  the  uses  of  foods  by 
considering  them  first  as  a  source  of  energy.  A  much 
larger  amount  of  the  foodstuffs  goes  to  provide  the  energy 
used  in  working  and  in  keeping  us  warm  than  for  any  other 
purpose.  The  other  factors  are  much  more  likely  to  be  sup- 
plied in  sufficient  amounts  if  the  energy  is  adequate.  The 
fuel  value  of  a  food  is  a  measure  of  the  energy  it  will  produce. 

The  Fuel  Value  of  Foods 

The  Calorie.  We  are  familiar  with,  and  appreciate  the 
value  of,  the  burning  of  coal,  which  produces  heat  to  keep  us 
warm  on  cold  days  in  winter,  or  which  will  produce  power 
to  make  a  steam  engine  run.  Perhaps  we  are  not  so  familiar 
with  the  fact  that  food  burned  in  the  body  is  the  source  of 
tlip  energy  which  keeps  us  warm  internally  and  gives  us 


16  DIETETICS  FOR  HIGH  SCHOOLS 

power  to  do  work.  The  amount  of  heat  any  given  food  will 
produce  outside  of  the  body  may  be  measured.  This  makes 
it  possible  to  tell  how  much  energy  each  food  will  provide 
in  the  body,  and  thus  to  judge  how  much  food  we  need  dur- 
ing the  day.  For  the  sake  of  convenience  it  is  necessary 
to  have  a  name  to  designate  a  definite  amount  of  heat  pro- 
duced by  foods,  just  as  for  other  units  of  measure.  This 
unit  of  heat  is  called  a  Calorie. 

loo-Calorie  portions.  A  piece  of  good  coal  weighing  0.6 
ounce  will  when  burned  yield  100  Calories.  A  potato  weigh- 
ing 5.3  ounces  will  give  the  same  amount  of  heat.  If  an 
apple  weighing  7.5  ounces  were  burned  it  would  produce 
100  Calories;  a  tablespoon  of  oil  weighing  0.4  ounce,  0.9 
to  1.0  ounce  of  sugar,  starch,  dry  cereal,  or  flour,  1.4  ounces 
of  bread,  about  10  ounces  of  carrots,  or  24  ounces  of  lettuce 
will  each  produce  the  same  amount  of  heat,  or  100  Calories. 
It  is  comparatively  easy  to  find  a  potato  weighing  5.3  ounces, 
or  an  apple  weighing  7.5  ounces,  each  of  which  will  give 
100  Calories;  but  it  would  be  extremely  difficult  to  weigh 
the  amount  of  either  the  potato  or  the  apple  that  would 
give  one  Calorie.  For  convenience,  then,  foods  are  fre- 
quently measured  in  100-Calorie  portions  instead  of  in  smaller 
quantities. 

Weighing  100-Calorie  Portions 

Scales.  The  laboratory  should  be  equipped  with  Harvard 
Trip  scales  or  some  other  accurate  scales  for  weighing  food. 
Either  the  metric  or  the  avoirdupois  system  of  weights  may 
be  used,  or  both. 

PROBLEMS 
6.   To  learn  to  use  the  scales : 

Place  the  scales  directly  in  front  of  you  with  the  box  of 
weights  in  front  of  the  scales.     Balance  the  scale  by  means 


A  STANDARD   FOR  MEASURING   FOOD  17 

of  the  small  balance  wheel  until  the  pointer  swings  as  far  to 
the  left  as  to  the  right,  and  when  at  rest  is  in  the  center. 
Use  a  pair  of  tweezers  to  remove  the  weights  from  the 
box.  (If  the  weights  are  touched  with  the  hands,  grasp 
them  by  the  handles  only.)  Replace  the  weights  in  the 
box  as  soon  as  you  have  finished  weighing. 

The  articles  to  be  weighed  should  be  placed  on  the  left 
side  of  the  scales,  the  weights  on  the  right.  Filter  paper 
or  small  pieces  of  paraJRfin  paper  should  be  used  under  the 
food.  If  pieces  of  paper  of  equal  weight  be  placed  on  either 
side  of  the  scales,  the  scales  will  not  have  to  be  readjusted. 
When  a  saucer  or  tin  cup  is  used  for  holding  any  food,  place 
one  of  corresponding  size  on  the  side  with  the  weights  and 
only  slight  adjustment  will  be  necessary. 

Find  the  weight  of  the  tablespoon,  the  teaspoon,  tin  cup, 
white  bowls,  saucer,  and  china  cup  in  the  laboratory  desk. 
Record  these  weights  in  your  notebook. 

Weigh  out  28.35  grams  •  of  flour.  How  many  ounces 
have  you?     Measure  the  quantity  with  a  tablespoon. 

Weigh  one  cup  of  sugar.  How  many  grams  in  one  cup 
of  sugar?  How  many  ounces?  What  proportion  of  a 
pound  is  it? 

100-Calorie  Portions 

The  following  tables  contain  many  foods  with  the  weights 
of  100-Calorie  portions  of  food  as  purchased.  These  foods 
are  to  be  weighed  and  measured.  Each  pupil  should  have 
a  notebook  ruled  as  given  below.  Copy  the  name  of  the 
food  with  the  corresponding  weights  from  the  book.  Weigh 
each  food  carefully  and  measure  it  by  a  standard  tablespoon 
or  cup.  It  is  important  that  each  pupil  do  the  weighing  and 
measuring  herself  so  that  she  may  become  familiar  with  the 
measurements.  If  there  are  no  scales  in  the  laboratory, 
the  weighing  will  have  to  be  omitted,  but  the  foods  should 
be  carefully  measured  according  to  the  quantities  given 
in  the  tables.     The  main  object  is  to  get  a  visual  idea  of  the 

'  In  practice  it  is  usually  sufficient  to  weigh  to  the  nearest  gram. 
C 


18 


DIETETICS   FUR   HIGH    SCHOOLS 


100-Calorio  portions.     Find  out  tiie  local  price  per  pound 
and  calculate  the  cost  of  the  portion.     Record  the  results 
in  the  notebook. 
Rule  the  notebook  as  follows : 


100-Calorie  Portions 


Approximate  Weight  and  Measure  of  the  100-Calorik  Por- 
tion OF  Each  of  the  Common  Grain  Products  as  Ordi- 
narily Purchased 


Food 

Calories 

Weight 

Measure 

Cost 

Grams 

Ounces 

100 
Calories 

Pound 

Barley 

100 

28 

1.0 

3  tbsp. 

— 

— 

PROBLEMS  > 

6.  To  find  the  measure  of  the  100-CaIorie  portion  of  each  of  the 

common  grain  products : 

Weigh  out  the  specified  amount  of  each  of  the  grain 
products  given  in  Table  IV.  Find  the  measure  and  record 
results  in  your  notebook.  Record  the  cost  per  pound  and 
per  100-Calorie  portion. 

7.  To  find  the  measure  of  the  100-Calorie  portion  of  each  of  the 

common  fruits : 

Weigh  out  the  specified  amount  of  each  of  the  fruits 
given  in  Table  V,  find  the  measure  and  record  the  results 
in  your  notebook.  Find  and  record  the  cost  of  each. 
Arrange  according  to  cost  and  compare  them. 

8.  To  find  the  measure  of  the  100-Calorie  portion  of  each  of 

the  common  vegetables : 

Weigh  out  the  specified  amount  of  each  of  the  vegetables 
given  in  Table  VI  and  record  the  quantity  in  your   note- 

»  The  abbreviations  used  throughout  the  text  of  this  book  are  as  foUows: 
tbsp. for  tablespoon;  tsp.  for  teaspoon;  c.  for  cup. 


A  STANDARD  FOR  MEASURING   FOOD 


19 


Table  IV.  —  Approximate  Weight  and  Measure  of  the  100- 
Calokie  Portion  of  E,u;h  of  the  Common  Grain  Prod- 
ucts AS  Ordinarily  Purchased.  (Based  oa  Rose's  Laboratory 
Handbook  for  Dietetics  and  Feeding  the  Family.) 


Food  —  Grain  Products 

Calo- 

KIES 

Wbioht 

Measurb 

Grains 

Ounces 

Barley,  pearl  .     .     . 

100 

28 

1.0 

3  tbsp. 

Bread,  brown .     .     . 

100 

.51 

1.8 

1  in.  slice,  3  in.  diam. 

Bread,  graham    .     . 

100 

40 

1.4 

3  slices,  f  in.  X2  in.X3i 

Bread,  white  .     .     . 

100 

39 

1.3 

in. 
2  slices,  2i  in.  X2f  in.  X 

1    in 

Bread,  whole  wheat 

100 

40 

1.4 

f  in. 
2  slices,  3  in.  X3^in.  X§ 
in. 

Cornflakes  .... 

100 

28 

1.0 

Ij  cups 

Cornmoal   .... 

100 

28 

1.0 

3  tbsp. 

Cornstarch      .     .     . 

100 

28 

1.0 

3  tbsp. 

Crackers,  graham     . 

100 

23 

0.8 

2  crackers 

Crackers,  saltines     . 

100 

23 

0.8 

6  crackers 

Crackers,  soda     .     . 

100 

26 

0.9 

4  crackers 

Farina 

100 

28 

1.0 

3  tbsp. 

Flour,  graham     .     . 

100 

28 

1.0 

3  tbsp. 

Hour,  white    .     .     . 

100 

28 

1.0 

4  tbsp; 

Flour,  entire  wheat . 

100 

28 

1.0 

3  tbsp. 

Grapenuts  .... 

100 

28 

1.0 

3  tbsp. 

Hominy      .... 

100 

28 

1.0 

3^  tbsp. 

Macaroni    .     .     .     . 

100 

28 

1.0 

icup 

Oats,  rolled     .     .     . 

100 

28 

1.0 

§cup 

Rice 

100 

28 

1.0 

3  tbsp. 

Tapioca      .     .     .     . 

100 

28 

1.0 

3  tbsp. 

Shredded  wheat  .     . 

100 

26 

0.9 

1  biscXiit 

Zwieback    .     .     .     . 

100 

23 

0.8 

3  pieces,  3^  in.X|  in.X 
liin. 

book.     Can  you  account  for  the  different  amounts  of  the 
various  vegetables  needed  to  give  100  Calories? 

Divide  the  100-Calorie   portion  of   each  vegetable   into 
averaged-sized  servings  and  record  the  number. 


20 


DIETETICS   FOR   HIGH   SCHOOLS 


Table  V.  —  Approximate  Weight  and  Measure  of  the  100- 
Calorie  Portion  of  Each  of  the  Common  Fruits  as  Ordi- 
narily Purchased.  (Based  on  Rose's  Laboratory  Handbook 
for  Dietetics.) 


Weight 

Food  —  Fbuits 

Calo- 

BIE8 

Measubb 

Grains 

Ounces 

Fruit,  dried 

Apples    .... 

100 

34 

1.2 

\  cup 

Apricots.     .     .     . 

100 

37 

1.3 

9  halves 

Currants     .     .     . 

100 

31 

1.1 

i  cup 

Dates      .... 

100 

31 

1.1 

4^  dates 

Figs 

100 

31 

1.1 

IJ-  large  fig 

Prunes    .... 

100 

40 

1.4 

4  medium  prunes 

Raisins   .... 

100 

31 

1.1 

4  cup 

Fruit,  fresh 

Apples    .... 

100 

213 

7.5 

1  large  apple 

Bananas      .     .     . 

100 

156 

5.5 

1  large  banana 

Blackberries     .     . 

100 

170 

6.0 

1  cup,  50  berries 

Cherries,  stoned   . 

100 

128 

4.5 

1  cup 

Cranberries      .     . 

100 

215 

7.6 

2  cups 

Currants      .     .     . 

100 

170 

6.0 

\\  cups 

Grapes,  Concord  . 

100 

142 

5.0 

1  large  bunch  grapes 

Grape  juice      .     . 

100 

102 

3.6 

h  cup 

Huckleberries  .     . 

100 

133 

4.7 

1  cup 

Lemons  .... 

100 

323 

11.4 

3  large  lemons 

Muskmelon      .     . 

100 

510 

18.0 

1  medium  sized 

Olives,  green    .     . 

100 

4,5 

1.6 

6  to  8  olives 

Oranges  .... 

100 

270 

9.5 

1  large  orange 

Orange  juice     .     . 

100 

230 

8.2  i 

1  cui/ 

Peaches,  fresh  .     . 

100 

295 

10.5 

3  medium  sized  peaches 

Peaches,  canned   . 

Pears > 

i-«                               1 

100 
100 

213 
180 

7.5 
6.3 

2  halves  with  3  tbsp.  juice 
1  large  pear 

Plums     .     .     .     .  1 

100 

125 

4.4 

3  to  4  large  plums 

Pineapple,  fresh    . 

100 

232 

8.2 

2  slices,  1  in.  thick 

Pineapple,  canned 

100 

65 

2.3 

1  slice  with  3  tbsp.  juice 

Raspberries      .     .  { 

or  \  cup  shredded 

100 

150 

5.3 

Is  cup 

4  cups,  cut  in  small  pieces 

1^  cups 

Rhubarb      ... 
Strawberries    .     . 

100 
100 

434 
255 

15.3 
9.0 

Watermelon 

(edible  part)      . 

100 

332 

11.7 

A  STANDARD   FOR  MEASURING  FOOD 


21 


Table  VI,  —  Approximate  Weight  and  Measure  of  the  100- 
Calorie  Portion  of  Each  of  the  Common  Vegetables 
AS  Ordinarily  Purchased.  (Based  on  Rose's  Laboratory 
Handbook  for  Dietetics  and  Feeding  the  Family.) 


Food  —  Vegetables 

Calo- 
ries 

Weight 

Measurb 

Grams 

Ounces 

Asparagus  .... 

100 

450 

15.9 

20  Stalks,  8  in.  long 

Beans,   Lima,  fresh. 

shelled     .     .     .     . 

100 

80 

2.9 

§e. 

Beans,  Lima,  dried  . 

100 

28 

1.0 

2  tbsp. 

Beans,  string  .     .     . 

100 

240 

8.5 

2j  cups,  cut  in  pieces 

Beans,  white,  dried  . 

100 

28 

1.0 

2  tbsp. 

Beets 

100 

218 

7.7 

4  beets,  2  in.  diam. 

Cabbage     .     .     .     . 

100 

318 

11.2 

5  cups,  shredded 

Carrots 

100 

285 

10.1 

4  to  5  young  carrots 

Cauliflower     .     .     . 

100 

325 

11.5 

1  small  head 

Celery    ..... 

100 

540 

19.1 

4  cups,  cut  in  pieces 

Corn  on  cob    .     .     . 

100 

255 

9.0 

2  ears,  6  in.  long 

Corn,  canned  .     .     . 

100 

102 

3.6 

§  cup 

Cucumbers      .     .     . 

100 

666 

23.5 

2§  cucumbers,  7  in.  long 

Lentils,  dried  .     .     . 

100 

28 

1.0 

2§  tbsp. 

Lettuce  

100 

525 

18.5 

2  large  heads 

Mushrooms     .     .     . 

100 

225 

7.9 

22  mushrooms,  1  in.  diam. 

Onions 

100 

204 

7.2 

3  to  4  medium  onions 

Parsnips     .... 

100 

198 

7.0 

2  medium  parsnips 

Peas,  fresh       .     .     . 

100 

100 

3.5 

f  cup,  shelled 

Peas,  canned  .     .     . 

100 

125 

4.4 

4  cup 

Potatoes,  sweet   .     . 

100 

102 

3.6 

^  potato,  medium 

Potatoes,  white   .     . 

100 

150 

5.3 

1  medium  white  potato 

Radishes     .     .     .     . 

100 

340 

12.0 

36  small  radishes 

Spinach      .... 

100 

417 

14.7 

3  cups 

Tomatoes,  fresh  .     . 

100 

440 

15.5 

2  to  3  medium  tomatoes 

Tomatoes,  canned    . 

100 

442 

15.6 

If  cups 

Turnips       .... 

100 

369 

13.0 

2  cups,  cut  in  cubes 

To  find  the  measure  of  the  100-Calorie  portion  of  the  various 
dairy  products  and  some  fats : 

Weigh  out  the  specified  amounts  of  the  foods  given   in 
Table  VII,  measure  and  record  the  results. 


22 


DIETETICS  FOR   HIGH   SCHOOLS 


Table  VII.  —  Approximate  Weight  and  Measure  op  the 
100-Calorie  Portion  of  the  Various  Dairy  Products 
and  Some  Fats.  (Based  on  Rose's  Laboratory  Handbook  for 
Dietetics  and  Feeding  the  Family.) 


Food — Dairy  Products, 
Fats,  and  F.oqs 

Bacon  fat   .     . 
Beef  drippings 
Butter   .     .     . 
Buttermilk 
Cheese,  American 

Cottage  .     . 

Cream     .     . 

Swiss .     .     . 
Cotton  seed  oil 
Cream,  thin  (18%)  . 
Cream,  thick  (40%) 
Cream,  whipped 
Eggs  in  shell 
Egg  white  . 
Egg  yolk    . 
Lard .     .     . 
Milk,  whole 

Condensed  (sweet- 
ened) .... 

Condensed  (un- 
sweetened)   .     . 

>  Powdered — whole 

>  Powdered — 

skimmed  . 

Skimmed 

Oleomargarine 

Olive  Oil     .     . 

Suet  (rendered) 


Measure 


1  tbsp. 

1  tbsp, 

1  tbsp.  (scant) 

lie. 

1|  in.  cube 

51  tbsp. 

piece  2  in.Xl  in.xj 

1^  in.  cube 

1  tbsp. 
ic. 

1|  tbsp. 

2  tbsp. 
1-3  egg 

7  whites 
2  yolks 
1  tb.sp. 
fc. 

l\  tbsp. 

3i  tbsp. 


l|o. 
1  tbsp. 
1  tbsp. 
1  tbsp. 


10. 


To  compare  the  fuel  value  and  cost  of  various  foods : 

Place  the  100-Calorie  portions  of  butter,  oatmeal,  bananas, 
prunes,  and  potatoes  together.  Which  of  these  foods 
supplies  fuel  in  the  most  concentrated  form? 

•  Most  of  the  milk  powders  now  (1919)  on  the  market  are  made  of  skimmed 
or  partially  skimmed  milk. 


A  STANDARD   FOR  MEASURING   FOOD 


23 


Find    the   cost   of   each   of   these    100-Calorie   portions. 
Which  supplies  fuel  in  the  most  economical  form? 


Table  VIII.  —  Approximate  Weight  and  Measure  of  the 
100-Calorie  Portion  of  Various  Kinds  of  Meat  and 
Fish.  (Based  on  Rose's  Laboratory  Handbook  for  Dietetics  and 
Feeding  the  Family.) 


Weight 

V                            Mf.                 •.f^      l^.an 

Cal- 

Meabubs 

rOOD  ~~"  IVILAT  AND    1*  loH 

ORIKB 

Grama 

Ounces 

Meat 

Beef,  Corned, 

boiled  .     .     . 

100 

STi 

3.0 

slice  4^  in.  Xli  in.  X|  in. 

Dried  .... 

100^ 

57 

2.0 

4  thin  slices,  4  in.  X5  in. 

Hamburg  steak 

idb 

57 

2.0 

1  cake  2^  in.  diam.  xj  in. 
thick 

Rib,  roasted 

100 

45 

1.6 

slice  5  in.  X25  in.  xi  in. 

Round,  broiled  . 

100 

57 

2.0 

slice  4  in.  X3  in.  X  l|  in. 

Chicken,  broiled  . 

100 

74 

2.6 

slice  4  in.  X22  in.  Xj  in. 

Frankforters     .     . 

100 

31 

1.1 

1  frankforter,  4^  in.  long 

Lamb  Chops    .     . 

100 

45 

1.6 

lchop2in.X2in.X^in. 

Liver  

100 

60 

2.1 

slice2in.X2jin.xiin. 

Mutton,  roasted  . 

100 

34 

1.2 

slice  3  in.ysf  in.  xl  in. 

Pork,  bacon,  fried 

100 

14 

0.5 

4-5  small  slices 

Ham,  boiled 

100 

37 

1.3 

slice  4f  in.  X4  in.  Xs  in. 

Sausage,  fried    . 

100 

31 

1.1 

If  sausage  3  in.  X  J  in. 

Turkey,  roasted    . 

100 

37 

1.3 

slice  4  in.  X2|  in.  Xi  in. 

Veal 

100 

65 

2.3 

slice2in.X2|in.xiin. 

Fish 

Bluefish  .... 

100 

68 

2.4 

Ipiece  3  in.  X3  in.  X|  in. 

Clams,  raw  .     .     . 

100 

215 

7.6 

6  clams  or  5  c. 

Halibut  steak, 

broiled .     .     . 

100 

85 

3.0 

piece  3  in.  X2{  in.  X 1  in. 

Mackerel,  Spanish, 

broiled .     .     . 

100 

74 

2.6 

piece  3  in.  X2|  in.  X 1  in. 

Oysters,  raw    .     . 

100 

204 

7.2 

6  to  12  oysters,  f  c. 

Salmon,  canned    . 

100 

51 

1.8 

ic. 

.  Sardines,  canned  . 

100 

48 

1.7 

3  to  6  sardines 

Scallops,  raw    .     . 

100 

136 

4.8 

fc. 

Shrimps,  raw   .     . 

100 

91 

3.2 

ic. 

Tunny  fish,  canned 

100 

79 

2.8 

^c. 

24 


DIETETICS  FOR  HIGH   SCHOOLS 


11.  To  find   the  measure  of  the   100-Calorie  portion  of  various 

kinds  of  meat  and  fish : 

Weigh  out  the  specified  amount  of  each  of  the  various 
kinds  of  meat  and  fish  given  in  Table  VIII.  Record  the 
measure  in  your  notebook.  Find  and  record  the  cost. 
Compare  and  arrange  them  according  to  cost. 

12.  To  find  the  measure  of  the  100-Calorie  portion  of  some  common 

nuts: 

Weigh  out  the  specified  amount  of  each  of  the  nuts  given 
in  Table  IX.  Record  the  measure  in  your  notebook.  Find 
and  record  the  cost. 

Compare  the  size  and  cost  of  these  100-Calorie  portions 
with  those  of  meat  and  fish.  Which  is  the  cheaper  source 
of  fuel?     What  advantages  have  nuts  over  meat  and  fish? 

Table  IX.  —  Approximate  Weight  and  Measure  of  the  100- 
Calorie  Portion  of  Some  Common  Nuts  (Edible  Por- 
tion). (Based  on  Rose's  Laboratory  Handbook  for  Dietetics  and 
Feeding  the  Family.) 


Cai/- 

ORIES 

Weight 

Grama 

Ounces 

Almonds     .     .     .     . 
Brazil  nuts      .     .     . 
Butternuts      .     .     . 
Coconut     .     .     ,     . 
Chestnuts,  Italian    . 

Filberts 

Hickory  nuts  .     .     . 
Peanuts      .     .     .     . 
Peanut  butter     .     . 

Pecans 

Pine  nuts   .... 
Walnuts,  English     . 

100 
100 
100 
100 
100 
100 
100 
100 
100 
100 
100 
100 

14 
14 
14 
17 
43 
14 
14 
17 
17 
14 
17 
14 

0.5 
0.5 
0.5 
0.6 
1.5 
0.5 
0.5 
0.6 
0.6 
0.5 
0.6 
0.5 

12  to  15  nuts 

2  nuts 

4  to  5  nuts 

ic. 

7  nuts 

8  to  10  nuts 
15  to  16  nuts 
20  to  24  (single) 
2^  tsp. 

12  (single) 

ic. 

8  to  16  nuts 

13. 


To  find  the  measure  of  the  100-Calorie  portion  of  chocolate, 
vaxious  sweets,  and  some  common  sugars : 


A   STANDARD   FOR   MEASURING   FOOD 


25 


Weigh  out  the  specified  amount  of  each  of  the  foods 
given  in  Table  X.  Measure  the  quantity  of  each  and  record 
the  results.  Compare  these  results  with  those  from  the 
weighing  of  vegetables,  fruits,  and  fats. 


Table  X.  —  Approximate  Weight  and  Measure  of  the  100- 
Calorie  Portion  of  Chocolate,  Various  Sweets,  and 
Some  Common  Sugars.  (Based  on  Rose's  Feeding  the 
Family  and  Laboratory  Handbook  for  Dietetics.) 


Food— Chocolate, 

Calo- 
ries 

Weight 

Sweets,  Etc. 

Grams 

Ounces 

Cherries,  candied 

100 

28 

1.0 

10  candied  cherries 

Chocolate,  milk. 

sweetened    .     .     . 

100 

20 

0.7 

piece  2 J  in.  X 1  in.  Xi  in. 

Chocolate,  unsweet- 

ened    

100 

17 

0.6 

piece  f  in.  X 1  j  in.  Xg  in. 

Cocoa     

100 

20 

0.7 

3^  tbsp. 

Corn  sirup       .     .     . 

100 

43 

1.5 

If  tbsp. 

Ginger,  crystallized . 

100 

28 

1.0 

6  pieces,  Ij  in.xf  in.xl 

Honey 

100 

31 

1.1 

1  tbsp. 

Maple  sirup    .     .     . 

100 

34 

1.2 

1§  tbsp. 

Maple  sugar    .     .     . 

100 

31 

1.1 

4  tbsp. 

Molasses     .... 

100 

34 

1.2 

1^  tbsp. 

Sugar,  brown  .     .     . 

100 

26 

0.9 

2  tbsp. 

Sugar,  granulated    . 

100 

26 

0.9 

2  tbsp. 

Sugar,  loaf      .     .     . 

100 

26 

0.9 

3^  tbsp. 

Sugar,  powdered 

100 

26 

0.9 

2  tbsp. 

14.    To  select  a  luncheon  from  the  100-Calorie  portions : 

From  the  various  foods  weighed  select  an  attractive 
luncheon  which  shall  consist  of  from  600  to  700  Calories. 
Calculate  the  cost. 


15.  Arrange  another  luncheon  of  the  same  food  value  as  that 
in  Problem  14,  selecting  from  the  100-Calorie  portions  a 
very  economical  combination,  containing  variety.  The 
luncheon  should  be  suited  to  the  needs  of  the  one  for  whom 
it  is  intended. 


26  DIETETICS   FOR   HIGH   SCHOOLS 

A   Comparison   of   the   Energy   Value   of   Different 
Foodstuffs 

Of  the  various  foods  weighed  out,  it  is  interesting  to  note 
that  it  takes  less  of  fat  or  oil  to  produce  100  Calories  than  of 
any  other  food.  In  this  connection,  however,  it  must  be 
remembered  that  most  foods  contain  so  much  water  in  addi- 
tion to  the  fuel  constituents  that  it  is  difficult  to  compare 
the  relative  value  of  the  latter.  Oil,  lard,  sugar,  and  starch 
are  more  nearly  free  from  water  than  any  other  of  the  foods 
in  these  tables.  By  comparing  the  100-Calorie  portions  of 
these  three  foods, 

0.4  ounce  of  oil 

0.9  ounce  of  sugar 

0.9  ounce  of  starch  (if  dry), 

we  see  that  it  takes  two  and  one  fourth  times  as  much  sugar 
or  starch  (dry)  as  oil  to  give  100  Calories.  The  larger  amount 
(1.0  oz.)  given  for  starch  in  the  table  is  due  to  a  small  amount 
of  water  contained  in  it.  If  1.0  oz.  of  ordinary  starch  were 
put  in  the  oven  and  dried,  enough  moisture  would  lie  given 
off  to  leave  it  approximately  pure  with  a  weight  of  0.9 
ounce.  Except  for  dry  gelatin,  we  have  no  food  composed 
of  pure  protein,  but  it  takes  just  as  much  pure  protein  to 
produce  100  Calories  as  it  does  of  either  sugar  or  starch. 

Every  gram  of  fat  eaten  should  provide  nine  Calories 
which  may  be  used  by  the  body  either  as  heat  or  as  energy, 
while  each  gram  of  sugar,  starch,  or  protein  can  provide  but 
four  Calories.  Therefore  fats  are  our  most  concentrated 
fuel  foods,  but  they  are  sometimes  difficult  to  digest  and 
usually  should  not  be  taken  in  very  large  amounts.  Sugar 
ferments  easily  and  causes  digestive  disturbances,  hence 
cannot  be  relied  upon  to  too  great  an  extent,  while  protein 
should  be  reserved  to  build  and  to  repair  tissues.     Starch 


A  STANDARD   FOR  MEASURING   FOOD  27 

is  a  relatively  safe  source  of  energy,  and  foods  containing  it 
should  occupy  a  prominent  place  in  the  diet. 

REFERENCES 

Food  and  Health,   Chapter  VI,   Lesson  28.     Kinne  and    Cooley. 

Macmillan  Company. 
Foods  and  Household  Management,  Chapter  XVIII.     Kinne    and 

Cooley.     Macmillan  Company. 
Laboratory    Manual    for    Dietetics.     Rose,    Mary    S.,    Macmillan 

Company. 


CHAPTER  III 

FOOD   PROVIDES   FUEL    NEEDED    FOR   ENERGY 

The  Human  Engineer 

The  engineer  who  knows  when  to  add  more  fuel  to  the 
fire  under  his  engine,  who  oils  this  rod  and  that  wheel  at 
proper  intervals,  who  opens  this  draft  or  closes  that  one  at 
the  right  time,  and  who  avoids  accidents  by  the  careful 
repairing  of  his  engine,  is  a  skillful  workman.  But  intricate 
as  the  work  of  the  engineer  may  seem,  each  boy  or  girl  has, 
in  his  or  her  own  hands,  the  control  of  a  far  more  delicate 
piece  of  mechanism  than  the  ordinary  engine,  and  one  that 
requires  much  more  skill  and  intelligence  if  the  best  results 
are  to  be  obtained. 

The  Body,  a  Human  Engine 

It  is  sometimes  said  that  the  body  is  like  a  steam  engine, 
but  this  is  a  very  crude  comparison.  We  are  like  steam 
engines  in  so  far  as  we  bum  fuel  (food)  to  get  the  energy 
that  makes  it  possible  for  us  to  work,  but  there  are  functions 
of  the  human  engine  other  than  the  production  of  energy. 
In  fact  there  are  more  points  of  difference  between  the  human 
engine  and  the  steam  engine  than  there  are  similarities. 

In  the  first  place,  an  extra  amount  of  coal  added  to  the 
fire  under  an  engine  to-day  won't  help  if  the  coal  supply 
runs  low  next  winter,  nor  will  it  produce  extra  energy  to-day 
that  may  be  used  to-morrow.  The  steam  engine  cannot 
store  a  surplus  of  fuel  against  some  future  need.  It  has  to 
use  the  fuel  as  fast  as  it  is  received. 

28 


FOOD  PROVIDES  FUEL  NEEDED  FOR  ENERGY  29 

Extra  fuel  may  be  stored  in  the  body.  If  on  any  given 
day  the  human  engine  receives  more  than  enough  fuel  food 
to  supply  the  energy  needed  for  that  particular  day,  the 
extra  amount  may  be  stored  in  the  tissues  in  the  form  of 
fat  which  may  be  used  later  in  case  of  an  emergency.  The 
reserve  thus  stored  will  provide  excess  fuel  which  may  be 
used  during  very  cold  days  in  winter,  or  it  may  be  useful 
in  "  unexpected  happenings  "  during  any  part  of  the  year. 
It  is  always  well  to  have  a  reserve  supply,  as  is  illustrated 
by  the  following  incident : 

Two  girls  started  in  an  automobile  for  a  town  ten  miles 
away.  When  half  way  there  the  gasoline  gave  out.  As 
the  car  refused  to  go  without  fuel  the  girls  had  to  walk,  thus 
needing  an  unforeseen  supply  of  body  fuel.  One  of  them 
completed  the  journey  without  much  fatigue  because  she 
had  a  reserve  supply  of  fuel  in  her  tissues,  a  supply  that 
had  been  accumulating  from  day  to  day.  The  other  girl 
arrived  at  her  destination  too,  but  much  exhausted.  She 
had  not  been  eating  the  kind  of  food  that  had  allowed  her 
tissues  to  fortify  themselves  against  the  unexpected.  "  If 
she  had  no  reserve  then  how  could  she  walk  any  more  than 
the  automobile  could  go?"  you  ask.  She  did  what  no 
automobile  or  steam  engine  can  do ;  she  borrowed  her  energy 
from  the  body  tissues  themselves.  In  other  words,  she 
burned  the  "  walls  of  her  house  "  for  energy,  but  in  so  doing 
she  weakened  the  tissues  and  made  them  more  susceptible 
to  disease. 

Food  should  contain  materials  other  than  fuel.  When 
repairs  have  to  be  made  to  the  steam  engine  the  fire  is  put 
out,  the  machinery  comes  to  a  standstill,  repairing  material 
is  supplied  from  without,  and  new  parts  are  added  or  the 
old  ones  patched  up  by  a  mechanic.  No  engine  can  repair 
itself. 

The  human  engine  also  wears  out,  but  its  repairing  in  the 


30  DIETETICS   FOR   HIGH   SCHOOLS 

hands  of  a  competent  engineer  should  take  place  automati- 
cally, even  while  one  is  studying  or  playing  tennis.  Some- 
times we  are  "  laid  up  for  repairs  "  because  of  illness,  but 
even  then  repairing  must  be  done  while  the  heart  is  beating, 
the  blood  circulating,  and  while  we  are  breathing.  These 
motions  could  not  ho,  discontinued  for  more  than  a  few  seconds 
without  fatal  results.  The  work  done  by  the  internal  organs 
requires  energy  just  as  truly  as  the  swinging  of  an  ax, 
and  fuel  must  be  produced  every  minute  to  supply  it. 

But  unlike  the  fuel  used  in  the  steam  engine,  the  fuel  the 
body  bums  contains  the  materials  that  may  be  used  in  these 
repairing  and  regulating  processes.  These  are  chiefly  pro- 
teins, mineral  elements,  and  vitamines,  though  fats  and 
carbohydrates  may  in  a  sense  contribute  to  these  processes 
as  well  as  to  the  production  of  energy.  Our  skill  as  engineers 
lies  in  our  ability  to  provide  the  proper  fuel  foods  which  shall 
contain  not  only  fuel,  but  building  and  regulating  materials 
for  all  needs  so  that  we  may  be  in  good  working  condition 
every  day. 

The  Amount  of  Energy  Needed  by  the  Human  Engine 

Although  the  needs  of  the  body  are  varied,  we  usually 
sjjeak  of  them  in  terms  of  energy  used  in  doing  work  and  in 
keeping  the  body  warm. 

For  every  bit  of  work  done  there  is  a  certain  amount  of 
heat  produced  which  incidentally  keeps  us  warm.  Every- 
one must  have  had  the  experience  of  feeling  increasingly 
warmer  while  working  rapidly.  The  harder  we  work  the 
more  heat  is  produced,  for  the  heat  is  in  proportion  to  the 
work  done.  If  all  this  heat  were  to  stay  "  bottled  up  " 
inside,  the  temperature  of  the  body  would  quickly  rise  above 
what  we  could  endure.  But,  fortunately  for  us,  we  are  kept 
at  a  nearly  constant  temperature  internally,  regardless  of 


FOOD  PROVIDES  FUEL  NEEDED  FOR  ENERGY  31 

the  weather  outside,  because  any  excess  heat  above  a  cer- 
tain amount  is  given  off  through  the  pores  of  the  skin  and 
from  the  lungs. 

The  excess  heat  given  off  may  be  collected,  measured, 
and  used  as  an  index  of  the  energy  being  produced.  This 
is  done  by  placing  the  person  who  is  to  serve  as  a  subject 
for  the  experiment  in  an  air-tight  chamber  where  all  condi- 
tions are  carefully  controlled,  all  heat  given  off  is  collected, 
and  the  amount  of  heat  is  determined.  This  device  for 
measuring  heat  is  called  a  calorimeter,  meaning  that  it 
measures  heat  in  terms  of  Calories. 

The  Amount  of  Energy  Varies  with  Conditions 

It  has  been  found  by  repeating  such  experiments  on 
hundreds  of  people  that  the  amount  of  heat  given  off  under 
the  same  conditions  is  very  nearly  the  same  for  all  individuals 
of  the  same  age  and  size,  but  that  it  increases  in  proportion 
to  the  size  and  activity  of  the  individual,  and  is  considerably 
influenced  by  age.  This  gives  us  confidence  in  using  it  as 
a  basis  for  estimating  the  number  of  Calories  needed  by  dif- 
ferent people  under  varying  conditions. 

Influence  of  activity  on  the  amount  of  energy  needed. 
The  amount  of  heat  given  off  during  different  degrees  of 
activity  has  been  studied  by  several  scientists,  notably 
Atwater  and  Benedict,  Lusk,  and  others.  Many  of  their 
experiments  have  been  made  in  the  calorimeter,  where  all 
the  conditions  were  controlled,  and  the  effect  of  light,  mod- 
erate, or  vigorous  exercise  was  studied  by  means  of  a  sta- 
tionary bicycle. 

It  was  found  that  when  a  man  is  lying  on  a  flat  surface 
apparently  motionless  there  is  still  considerable  heat  given 
off.  The  work  being  done  to  produce  the  heat  consists  in 
the  internal  processes,  such  as  breathing  and  the  circulation 


32  DIETETICS  FOR  HIGH  SCHOOLS 

of  the  blood.  This  condition  represents  the  lowest  amount 
of  work  a  liealthy  man  can  be  doing  when  awake,  and  the 
energy  needed  for  these  processes  is  often  spoken  of  as  the 
basal  requirement.  As  soon  however  as  the  person  raises  his 
head,  or  his  arm,  or  his  hand,  or  moves  his  body  in  any  way, 
the  amount  of  heat  produced  increases  and  this  increase  in 
heat  is  a  measure  of  the  energy  used  in  moving. 

The  heat  produced  is  not  only  in  proportion  to  the  amount 
of  muscular  work  done,  but  is  also  in  proportion  to  the  size 
of  the  muscles  used  m  working.  For  example,  the  swing- 
ing of  the  arm  of  a  large  man  will  produce  more  heat  than 
an  equally  vigorous,  similar  motion  of  a  smaller  man,  or  of 
an  equally  rapid  motion  of  the  fingers  of  the  same  man. 

The  results  of  a  large  number  of  such  experiments  have 
been  averaged  and  are  given  in  the  following  table : 

Table  XL —  Energy  Used  by  Average-sized  Men  (154 
Pounds)  per  Hour  under  Different  Conditions  of  Ac- 
tivity (Approximate  Averages  Only)  ' 

Sleeping  quietly 60  to  70  Calories 

Awake,  lying  still 70  to  85  Calories 

Sitting  at  rest 100  Calories 

Standing  at  rest 115  Calories 

Tailoring 135  Calories 

Typewriting  rapidly 140  Calories 

"Light  exercise"  (stationary  bicycle)     .     .     .  170  Calories 

Shoemaking 180  Calories 

Walking  slowly  (about  2f  miles  per  hour)  .     .  200  Calories 

Carpentry  or  Metal  Work 240  Calories 

"Active  exercise"  (stationary  bicycle)   .     .     .  290  Calories 

Walking  briskly  (about  3|  miles  an  hour)  .     .  300  Calories 

Stoneworking 400  Calories 

Severe  exercise  such  as  sawing  wood      .     .     .  450  to  480  Calories 

Running  (about  5j  miles  an  hour)     ....  500  Calories 

"Very  severe  exercise"  (stationary  bicycle)    .  600  Calories 

Sleeping  quietly  means  that  the  only  outward  sign  of 
motion  is  the  breathing  of  the  subject.     If  he  tosses  about 

'CJopied  from  Sherman's  CAewiistryo/ Food  and  Nutrition,  Revised  Edition. 


FOOD  PROVIDES  FUEL  NEEDED  FOR  ENERGY  33 

he  increases  the  energy  used  in  proportion  to  the  vigor  of 
the  motion. 

Sitting  at  rest  means  reading,  sitting  at  meals,  or  sitting 
in  a  classroom.  Much  wriggling  about  in  one's  seat  increases 
the  heat  produced,  the  energy  used,  and  the  food  required. 

Light  exercise  corresponds  to  light  housework,  laboratory 
work,  or  running  a  sewing  machine.  It  does  not  refer  to 
washing  or  sweeping.  Students,  bookkeepers,  stenogra- 
phers, clerks,  and  teachers  are  in  this  class. 

Active  exercise  corresponds  to  exercise  in  the  gymnasium, 
light  athletics  like  tennis  or  basketball,  housework  like  wash- 
ing, scrubbing,  and  sweeping.  Athletic  girls,  general  house- 
workers,  and  carpenters  are  in  this  class. 

Severe  muscular  exercise  includes  rapid  swimming,  fast 
running,  baseball,  football,  or  working  with  a  pick  and  shovel. 
This  class  includes  boys  engaged  in  athletics. 

Very  severe  exercise  applies  chiefly  to  lumbermen,  miners, 
and  men  who  load  and  unload  freight  by  hand. 

Since  the  energy  requirement  of  the  body  may  be  esti- 
mated in  Calories,  and  since  the  fuel  value  of  foods  may  be 
expressed  in  Calories,  we  have  in  the  Calorie  a  common 
measure  for  both  the  needs  of  the  body  and  for  the  foods 
supplying  those  needs.  We  frequently  speak  of  the  energy 
requirement  in  terms  of  the  food  value,  meaning  the  number 
of  Calories  that  the  food  must  supply  to  provide  the  energy 
needed. 

To  find  the  Calories  needed  by  an  individual  weighing 
154  pounds  and  doing  a  certain  kind  of  work,  take  for  example 
a  man  teaching  in  a  high  school  who  walks  to  and  from  the 
building  both  morning  and  afternoon  and  works  in  his  gar- 
den part  of  the  day.  His  energy  or  food  requirement  is  as 
follows : 


34  DIETETICS   FOR   HIGH   SCHOOLS 

Sleeping -8  hours 8  X  65  -  520  Calories 

Sitting  at  meals -2  hours 2  X 100  —  200  Calories 

Sitting  in  the  classroom  —  4  hours  .  .  .  4  X 100  —  400  Calories 
Walking  leisurely  about  the  classroom  — 

gjjours 3X170  — 5 10  Calories 

Walking   briskly    to    and   from    school  — 

1  Ijouj. 1X290  — 290  Calories 

Working  in  the  garden  —  2  hours     .     .     .  2X290  —  580  Calories 

Reading  at  night  —  3  hours 3  X 100  —  300  Calories 

Dressing,  bathing,  etc.,  —  1  hour      .     .     .  1  X 170  —  170  Calories 

Total       2970  Calories 

Energy  requirement  varies  with  size.  The  figures  given 
above  are  for  a  man  weighing  154  pounds.  Just  as  the 
amount  of  energy  required  to  run  a  large  engine  is  greater 
than  the  amount  of  energy  required  to  run  a  smaller  engine, 
so  the  amount  of  energy  required  by  a  man  weighing  130 
pounds  but  doing  the  same  amount  of  work  is  less  than  that 
of  a  man  weighing  154  pounds. 

If  the  requirement  for  a  man  weighing  154  pounds  doing 
the  above-mentioned  type  of  work  is  2970  Calories,  then  a 
man  weighing  129  pounds  and  doing  the  same  kind  of  work 
would  require  one  sixth  less  food  or  2488  Calories.  It  is 
sufficiently  accurate  for  all  practical  purposes  to  consider 
the  requirements  of  these  two  men  as  3000  and  2500  Calories 
respectively. 

Since  it  is  easier  to  calculate  the  food  requirement  of  one 
individual  without  referring  to  that  of  another,  the  follow- 
ing table  showing  the  Calories  needed  per  pound  per  hour 
may  be  more  convenient.  The  Calories  needed  by  any  adult 
may  be  calculated  from  it  directly  without  referring  to  the 
154-pound  man.  (Remember  that  these  figures  are  for 
adults  only;  children  require  a  larger  number  of  Calories 
per  pound.  Estimates  for  children  in  Calories  per  day  and 
per  pound  per  day  are  given  in  Tables  XIII  and  XIV.) 


FOOD  PROVIDES  FUEL  NEEDED  FOR  ENERGY  35 

Tablk    XII.  —  Average    Calorie    Requirement     per    Pound 
PER  Houji  FOR  Adults 

Sleeping 0.42  Calories 

Sitting  at  rest 0.65  Calories 

Light  muscular  exercise 1.10  Calories 

Active  muscular  exercise 1 .90  Calories 

Severe  muscular  exercise 3.00  Calories 


Difference  in  energy  requirement  of  men  and  women. 

There  is  very  little  difference  in  the  requirements  of  men  and 
women  of  the  same  age  and  weight  and  doing  the  same  kind 
of  work.  The  average  weight  of  women,  however,  has  been 
found  to  be  about  20  per  cent  less  than  that  of  men  of  the 
same  age  so  that  her  requirement  is  ordinarily  spoken  of  as 
0.8  of  that  of  man. 

To  find  the  energy  requirement  of  a  woman  let  us  take  for 
example  a  young  woman  weighing  125  pounds  whose  occupa- 
tion is  stenography.  She  walks  to  and  from  work,  plays 
tennis  or  takes  some  other  form  of  exercise  at  night,  and  helps 
with  the  housework.  Her  food  should  supply  the  following 
number  of  Calories  to  provide  for  her  energy  requirement : 

Sleeping  —  8  hours (125  XO.42  X  8)  —  420  Calories 

Sitting  at  meals  —  2  hours  "j 

Sitting  in  the  office  —  7  hours       \  (125  XO.65  X 10)  —  813  Calories 

Reading,  etc.,  at  night  —  1  hour 

Walking  leisurely  about  the  office 

—  1  hour 
Dressing,  etc.,  —  1  hour 
Helping  with  the  housework  — 

2  hours 


(125  X  1.10  X  4)  — 550  Calories 


Active  walking -1  hour  1  (125  X  L90  X  2)  -  475  Calories 

Active  exercise  —  1  hour  J  „      /    ^  ,    . 

Total      2258  Calories 

Professor  Lusk  of  Cornell  in  summarizing  the  work  of 
some  Finnish  investigators  gives  the  following  requirements 
for  women  doing  various  kinds  of  work : 


36  DIETETICS  FOR   HIGH   SCHOOLS 

A  seamstress  sewing  with  a  needle     ....  1800  Calories 

Seamstresses  using  a  sewing  machine     .     .     .  1900-2100  Calories 

Bookbinders 1900-2100  Calories 

Cleaners  of  windows  and  metals 2300-2900  Calories 

Washerwomen 2600-3400  Calories 

Tigerstedt  gives  estimates  of  food  requirements  for  dif- 
ferent degrees  of  activity  as  follows : 

Shoemaker 2000-2400  Calories 

Weaver 2400-2700  Calories 

Carpenter  or  mason 2700-3200  Calories 

Farm  laborer 3200-4100  Calories   '' 

Man  digging  ditches  (excavator) 4100-5000  Calories 

Lumberman Over  5000  Calories 

PROBLEMS 

16.  To  find   the  food  requirement  of  a  salesman   weighing   154 

pounds : 

Yesterday  Mr.  Jones,  a  salesman  weighing  154  pounds, 
spent  2  hours  at  his  meals,  he  was  1  hour  walking  to  and 
from  the  car  line,  and  spent  2  hours  on  the  car.  He  worked 
8  hours  behind  the  counter  selling  dry  goods,  spent  2  hours 
at  the  theater,  and  sat  1  hour  reading.  He  slept  8  hours  out 
of  the  24  hours.  Calculate  the  food  requirement  of  Mr. 
Jones. 

17.  To  find  the  food  requirement  of  a  miner  weighing  154  pounds : 

If  a  miner  weighing  154  pounds  sleeps  10  hours,  works 
in  the  mines  8  hours,  sits  at  his  meals  2  hours,  walks  2 
hours,  and  rests  and  reads  2  hours,  what  is  his  food  require- 
ment? 

18.  To  find  the  food  requirement  of  the  adult  members  of  your 

family : 

(a)  Calculate  the  food  requirement  of  your  father,  your 
mother,  and  your  grown  brothers  and  sisters.  Record  the 
results  in  your  notebook. 

(6)  Compare  the  food  requirement  of  the  fathers  of  the 
various  members  of  the  class.  Account  for  variations. 
Find  the  average  food  requirement  of  all  the  fathers. 


FOOD  PROVIDES  FUEL  NEEDED  FOR  ENERGY  37 

Growth  influences  food  requirement.  We  have  been 
considering  the  amount  of  food  required  by  an  adult  under 
normal  conditions.  In  determining  the  needs  of  any  given 
family  where  there  are  growing  children  and  elderly  people 
there  are  additional  factors  to  be  considered. 

If  the  energy  in  the  food  eaten  by  a  child  were  all  used  in 
running  about  or  playing,  the  child  could  never  grow.  He 
must  have  food  enough  to  provide  for  both  his  play  and  his 
growth.  For  this  reason  the  amount  of  food  needed  by  a 
growing  boy  or  girl  cannot  be  reckoned  on  the  same  basis 
as  that  for  an  adirit.  To  calculate  the  requirement  of  a  girl 
weighing  50  pounds  as  one  third  of  that  of  a  man  weighing 
150  pounds  would  give  an  insufficient  allowance  and  result 
in  an  undernourished  child. 

The  food  of  the  child  must  be  adequate  to  support  a  con- 
stant increase  in  weight  in  addition  to  providing  energy  for 
both  internal  and  external  activity.  In  the  same  way  in 
which  the  food  requirement  of  adults  has  been  determined, 
an  allowance  for  each  child  of  each  age  has  been  made  as 
follows : 

Table  XIII.  —  Pood  Allowances  for  Childeen  » 


Aqe  — 
Years 

Calories 

PER  Day 

Age — 
Years 

Calories  per  Day 

Boys 

Girls 

Boys 

Girls 

Under  2 

900-1200 

900-1200 

9-10 

1700-2000 

1550-1850 

2-3 

1000-1300 

980-1280 

10-11 

1900-2200 

1650-1950 

3^ 

1100-1400 

1060-1360 

11-12 

2100-2400 

1750-2050 

4-5 

1200-1.500 

1140-1440 

12-13 

2300-2700 

1850-2150 

5-6 

1300-1600 

1220-1520 

13-14 

2500-2900 

1950-2250 

6-7 

1400-1700 

1300-1600 

14-15 

2600-3100 

2050-2350 

7-8 

1500-1800 

1380-1680 

15-16 

2700-3300 

2150-2450 

8-9 

1600-1900 

1460-1760 

16-17 

2700-3400 

2250-2550 

Food  Allowances  for  Healthy  Children,  Pub.  120,  A.  I.  C.  P.,  N.  Y. 


405-^5 


38  DIETETICS  FOR   HIGH   SCHOOLS 

The  range  of  from  300  to  700  Calories  per  day  for  a  child 
allows  for  differences  in  the  size  and  activity  of  boys  and 
girls  of  the  same  age.  "  If  a  child  is  tall  and  growing  rapidly 
at  six  years  of  age,  he  may,  and  probably  will,  require  1600 
Calories.  If  of  smaller  frame,  an  allowance  of  only  1400 
to  1500  Calories  will  be  necessary  with  a  normal  amount 
of  activity.  If  he  is  both  large  for  his  age  and  very  active, 
he  will  doubtless  require  the  upper  limit  of  the  allowance 
of  1700  Calories,"  or  sometimes  even  more.  Children  who 
are  below  average  weight  because  they  have  not  been  prop- 
erly fed  will  require  a  more  liberal  allowance  than  normal 
children  either  of  the  same  age  or  of  the  same  weight.  A 
liberal  allowance  should  be  made  for  underweight  children. 

The  boy  playing  football  or  the  girl  playing  basketball 
requires  more  food  than  the  boy  or  girl  of  the  same  weight 
who  prefers  to  sit  quietly  in  the  house  studying  or  reading. 
This,  however,  should  not  be  used  as  an  argument  against 
vigorous  exercise  in  moderate  amounts.  There  is  no  doubt 
that  exercise  is  necessary  for  the  best  development.  It 
helps  to  stimulate  healthy  growth,  and  starts  rapid  circula- 
tion of  the  blood,  which  helps  to  carry  away  waste  products. 
Food  should  lie  sufficient  for  growth  and  exercise,  otherwise 
growth  is  interfered  with. 

The  above  table  applies  to  the  boy  or  girl  of  average 
weight,  but  there  are  some  children  who  are  very  much 
under  or  over  the  average  weight  for  their  age.  In  such 
instances  it  is  sometimes  better  to  calculate  the  food  require- 
ment according  to  the  weight  rather  than  the  age,  though 
every  child  should  have  his  needs  satisfied  regardless  of  the 
average  for  either  his  age  or  his  weight.  Generally  when  the 
results  of  calculating  according  to  age  or  weight  differ,  it  is 
safer  to  allow  the  larger  of  the  two  estimates.  The  following 
table  gives  the  number  of  Calories  usually  required  per  pound 
per  day  during  the  growing  period  : 


FOOD  PROVIDES  FUEL  NEEDED  FOR  ENERGY  39 

Table  XIV.  —  Calories  Requiked  for  Each  Pound  of  Body 
Weight  per  Day  during^  Each  Year  op  the  Growing 
Period  • 

Under  I  year 40-45  Calories 

During  tiie  second  year 40-43  Calories 

During  the  third  year 37-40  Calories 

During  the  fourth  year 37-40  Calories 

During  the  fifth  year 35-37  Calories 

During  the  sixth  year 34-35  Calories 

During  the  seventh  year 32-34  Calories 

During  the  eighth  year 30-35  Calories 

During  the  ninth  year 30-35  Calories 

During  the  tenth  year 28-32  Calories 

During  the  eleventh  year 28-32  Calories 

During  the  twelfth  year 28-32  Calories 

During  the  thirteenth  year 25-30  Calories 

During  the  fourteenth  year 20-25  Calories 

During  the  fifteenth  year 20-25  Calories 

During  the  sixteenth  year 20-25  Calories 

From  the  seventeenth  year  on  ....     .    From  18  Calories  up 

according  to  activity 

Boys  and  girls  of  17  and  over  will  need  at  least  as  much 
food  as  equally  active  men  and  women. 

PROBLEMS 

19.  To  find  your  own  food  requirement : 

How  does  your  height  compare  with  the  average  given 
in  Table  II  for  a  girl  of  your  age?  Consider  your  activity. 
If  you  are  of  normal  height  and  weight  for  your  age  find 
your  food  requirement.  Record  the  result  in  your  note- 
book. If  you  are  above  or  below  the  standard,  calculate 
your  food  requirement  according  to  Table  XIII. 

20.  Find   the   food   requirement  of   your   younger  brothers   and 

sisters.       Consult    Tables    XIII    and    XIV.       Record    the 
results  in  your  notebook. 

21.  Find  the  food  requirement  for  your  entire  family.    Record 

the  results  in  your  notebook. 

'  Compiled  from  data  in  Feeding  the  Family,  by  Rose. 


40  DIETETICS   FOR  HIGH   SCHOOLS 

Energy  requirement  after  middle  age.  As  a  man  or 
woman  advances  in  age,  the  heart  beats  more  slowly,  the 
breathing  is  less  rapid,  and  the  internal  activities  in  general 
become  somewhat  slower,  so  that  the  food  needed  or  energy- 
used  to  keep  up  these  processes  is  gradually  lessened,  until 
by  the  eightieth  year  the  food  requirement  is  from  one 
fifth  to  one  third  less  than  during  the  more  active  period 
of  life.  A  woman  of  eighty  needs  not  more  than  2200 
Calories  where  she  may  have  needed  3000  Calories  fifty 
years  earlier.  The  body  cannot  use  as  much  food  as  it 
previously  used,  and  if  a  person  still  eats  as  much  as  he  did 
during  the  more  active  years,  there  is  danger  of  overtaxing 
the  heart,  the  kidneys,  the  liver,  and  the  digestive  organs. 
This  in  turn  may  bring  about  disease  directly,  or  it  may 
weaken  the  whole  system,  making  it  more  susceptible  to 
disease  or  less  able  to  overcome  disease  that  may  be  brought 
about  through  accident.  In  old  age,  an  extra  amount  of 
food  eaten  over  and  above  the  amount  actually  needed  is 
contrary  to  the  laws  of  health. 

The  following  table  has  been  suggested  by  Von  Norden 
as  a  guide  in  calculating  the  food  requirements  of  people 
sixty  years  of  age  and  over : 

Table  XV.  —  To  Modify  the  Food  Requirements  of   Adults 
AFTER  Middle  Age 

Reduce  the  normal  adult  requirement  as  follows  : 
For  people  from  60-70  years  of  age  make  a  reduction  of  10  per  cent 
For  people  from  70-80  years  of  age  make  a  reduction  of  20  per  cent 
For  people  from  80-90  years  of  age  make  a  reduction  of  30  per  cent 

PROBLEMS 

22.   To  find  the  food  value  of  a  lunch  that  has  been  packed  to 
eat  at  school : 

(Each  girl  should  be  asked  in  advance  to  bring  a  box 
luncheon  to  be  examined  in  class.) 


FOOD  PROVIDES  FUEL  NEEDED  FOR  ENERGY  41 

Open  several  lunches  that  have  been  brought  to  school 
and  determine  the  fuel  value  of  each  luncheon,  estimating 
it  in  terms  of  100-Calorie  portions. 

•23.  To  plan  by  means  of  100-Calorie  portions  the  food  for  one 
day  for  a  girl  of  fifteen. 

(a)  Plan  the  breakfast  in  which  the  Calories  shall  be 
from  one  fourth  to  three  tenths  of  the  day's  supply.  Does 
the  breakfast  seem  sufficient? 

(6)  For  this  same  girl,  plan  a  dinner  that  will  provide 
from  two  fifths  to  one. half  of  the  day's  supply  of  energy. 

(c)  Complete  the  day's  meals  with  a  supper  that  will 
contain  the  rest  of  the  Calories  needed  for  the  day. 

24.  Calculate  the  cost  of  these  three  meals.  Figure  the  cost  per 
100  Calories. 

Does    mental    work    increase    food    requirement?    All 

experiments  seem  to  show  that  mental  work  does  not  increase 
the  food  requirement.  This  may  not  seem  to  agree  with 
the  experiences  of  most  high  school  girls  and  boys,  each  of 
whom  will  doubtless  be  ready  to  testify  that  he  or  she  is 
more  tired  after  two  or  three  hours  of  hard  study  and  steady 
concentration  on  some  difficult  Latin  translation  or  Geometry 
problem  than  after  two  or  three  hours  of  tennis  or  football. 
As  a  matter  of  fact  these  students  doubtless  are  more  con- 
scious of  a  feeling  of  exliaustion  as  the  result  of  study  than 
from  the  exercise.  This  may  be  due  to  "  poisons  "  produced 
during  nervous  tension  that  settle  in  the  tissues  because  of 
lack  of  exercise  and  so  bring  about  a  feeling  of  fatigue. 

It  is  advisable  to  do  both  mental  and  muscular  work  in  as 
calm  a  frame  of  mind  as  possible,  reserving  tense  effort  for 
real  emergencies.  "  Fatigue  products,"  if  too  frequently 
produced,  will  cause  injury  to  the  body,  perhaps  by  lowering 
resistance.  Any  person,  experiencing  a  feeling  of  exhaustion 
after  concentrated  mental  work,  should  exercise  vigorously 
to  start  circulation  so  that  the  "  fatigue  products  "  may  be 
carried  away  from  the  tissues  and  eventually  be  disposed  of. 


42  DIETETICS   FOR   HIGH   SCHOOLS 

The  relation  of  clothing  to  the  amount  of  food  needed. 
How  can  clothing  have  any  effect  on  the  amount  of  food 
required?  As  has  previously  been  stated,  heat  is  produced 
in  the  body  in  proportion  to  the  energy  used.  By  means 
of  a  self-regulating  system  only  enough  of  this  heat  remains 
in  the  body  to  keep  it  at  uniform  temperature.  Any  excess 
is  given  off  chiefly  through  the  skin  by  means  of  perspiration, 
and  through  the  lungs  in  moisture  exhaled. 

In  the  summer  we  are  seldom  concerned  about  conserving 
any  of  this  excess  heat,  but  in  winter  it  is  a  necessity.  Nature 
helps  to  conserve  the  heat  on  very  cold  days  by  causing  the 
blood  vessels  near  the  surface  to  contract  under  the  influence 
of  cold,  thus  preventing  the  warm  lilood  from  coming  to 
the  surface  where  it  would  give  up  its  heat  to  the  outside 
air.  This  provision  of  nature  is  not  sufficient  protection 
in  cold  weather,  and  if  we  are  wise  we  wear  warm  clothing 
to  keep  the  outside  air  from  absorbing  heat ;  but  if  the  cloth- 
ing is  not  warm  enough  to  prevent  heat  from  escaping,  the 
surface  is  chilled,  the  nerves  in  the  skin  telegraph  to  the 
muscles  that  more  heat  is  needed,  and  the  muscles  begin  to 
work  to  produce  heat.  If  the  work  which  the  muscles  do 
for  the  sole  purpose  of  producing  heat  is  vigorous  enough 
to  be  apparent  it  is  called  shivering,  but  however  slight  it 
may  be,  it  makes  the  body  do  extra  work,  for  which  extra 
food  is  needed.  This  energy  has  been  produced  either  from 
food  just  eaten,  or  from  a  reserve  source  of  energy  in  the 
tissues,  or  from  the  tissues  themselves. 

A  reserve  supply  will  protect  the  tissues  so  long  as  the 
reserve  lasts.  If  there  is  no  reserve,  then  the  tissues  will 
be  burned  to  produce  the  energy,  and  this  is  expensive  as 
well  as  dangerous.  If  not  replaced  there  is  a  loss  of  weight, 
and  the  way  is  opened  for  disease  to  gain  a  foothold. 
Whether  the  reserve  or  the  tissues  have  been  used  the  loss 
should  be  made  good  by  eating  more  food. 


FOOD  PROVIDES  FUEL  NEEDED  FOR  ENERGY  43 

Food  eaten  to  keep  one  warm,  where  warm  clothing  should 
have  been  used,  is  wastefully  consumed,  and  any  waste  of 
food  when  so  many  people  are  suffering,  even  starving  because 
of  a  lack  of  it,  is  unjustifiable. 

Our  judgment  should  rule  our  pride  so  that  we  will  not  be 
tempted  to  wear  too  thin  clothing  in  cold  weather  and  thereby 
increase  our  need  for  food,  or  cause  us  to  use  reserve  energy. 

REFERENCES 

Feeding  the  Family,  Chapter  III,  pages  46,  51,  54,  55,  74,  75,  76; 

Chapter  X.     Rose,  Mary  S.     Macmillan  Company. 
Food  and  Health,  Chapter  II,  Lessons  1,  2,  3,  and  7.     Kinns  and 

Cooley.     Macmillan  Company. 


CHAPTER  IV 
FATS,  CARBOHYDRATES,  AND  PROTEINS  IN  FOODS 

Of  all  the  food  we  eat,  the  lion's  share  is  burned  to  pro- 
duce energy;  yet  the  person  who  chooses  a  food  for  its 
energy  alone  is  Hke  the  man  or  woman  who  chooses  a  house 
with  a  huge  furnace  regardless  of  the  strength  of  the  walls 
of  the  house  that  help  to  keep  out  the  cold,  or  of  the  number 
of  windows  that  let  in  air  and  sunshine.  Just  as  it  is  not 
safe  to  judge  all  the  qualities  of  a  house  by  a  single,  very 
desirable  one,  neither  is  it  safe  to  assume  that  the  remaining 
requirements  of  the  body  will  be  supplied  by  food  providing 
sufficient  energy.  There  is  only  one  way  in  which  we  may 
be  sure  that  all  the  needs  of  the  body  will  be  provided  in 
adequate  amounts,  and  that  is  by  planning  intelligently. 

We  know  that  foods  contain  fats,  carbohydrates  (sugars, 
starch,  and  cellulose),  proteins,  mineral  elements,  and  sub- 
stances called  vitamines.  Of  these  foodstuffs,  fats,  carbo- 
hydrates, and  proteins  are  the  ones  to  be  considered  in  this 
chapter. 

FATS  AND  CARBOHYDRATES 

Sources  of  Fats  and  Carbohydrates 

Fats.  It  is  needless  to  mention  the  more  common  foods 
valuable  for  fat,  such  as  butter,  lard,  fat  meat,  oil,  and  cream, 
but  perhaps  it  is  not  so  generally  known  that  when  we  eat 
cheese,  milk,  eggs,  oatmeal,  olives,  and  nuts  we  get  consid- 
erable fat  from  them.  Table  XVI  gives  the  number  of 
grams  of  fat  in  the  100-Calorie  portions  of  the  various  foods. 

44 


FATS,  CARBOHYDRATES,  AND  PROTEINS  IN  FOODS  45 


8^ 

a  •<; 
a  . 

H 

do 


Oj3 


t-      J*  f-  M  00  >»  —  » 


CO  00 
MO 


>O00^» 


2  o  M  «  a  a^ii'S   ■  *""         - _ 


0  V  S  S 


.S.2  M.a».cH  » 


os«o>aqo;r^--'i<in--«^MT)<c<3oqpaOM-^'>tNNC5soici~^ai.-<o» 


Uj3 


OSiC-tOJMOOffltOt^ONrotO-JMWMl^OOroTtiOMCOOCCOOXJS-'J' 

d©6dc>6c)-<d-<^^'^-^dd^ddc5dd6dd*)«d«c5 


§i.r- 


Z":-^ 


.  ?,  8-- 

,    tV  03    t> 


a««v99«idvj303^U],uiiJoneSaiajoo3'^-AQ.S'09 
5rtrt«OOOOOOOQwWj>JOCL,ft-a<OHa,fL,tfoiJ(nmHE-i 


05iOCOO»t-l«'»»ir-0"»<0>'-<OOOOsmiOOM--'-i05<0 


ddd  —  --     r-Iddd'-t'-ddddd        ,^«,^o 


<<;p9pamooaQ&HOi-iOOcuciH0-ieL,s^citfajc 


o2 


^d---<'-iNdd(N 


eo  m  U5 'I");  N  to  00  •-<     us 
ddddddd>-<d     d 


.3   .-^ 


-s.>.o'a 


^  <D  %       ^  s,    .  a  eg       a  h  01    .2  2 

o 


^KSSc 


46 


DIETETICS   FOR   HIGH   SCHOOLS 


According  to  average  figures  fruits,  vegetables,  and  grain 
products  in  general  contain  less  than  1  per  cent  by  weight  of 
fat :  oatmeal  and  olives  are  the  exception  to  the  rule,  with  7 
and  20  per  cent  respectively.  Lard  and  oils  are  100  per 
cent  fat,  while  butter  has  only  85  per  cent.  From  50  to  60 
per  cent  of  most  nuts  is  fat,  with  the  exception  of  peanuts, 
which  have  only  38  per  cent,  and  chestnuts,  which  have  only 


DUIettc  Bureau,  Bonton,  Mass. 

Chart  IV. — A  comparison  of  some  common  foods  on  the  basis  of: 
"  Grams  of  fat  per  loo  Calories." 

5  per  cent.  If  it  is  desirable  to  increase  the  Calories  of  the 
diet  without  increasing  the  bulk  unduly,  then  oatmeal,  olives, 
nuts,  and  cheese,  in  addition  to  butter  and  other  easily  recog- 
nized fatty  foods,  may  be  used  effectively. 

Chart  IV  shows  the  comparative  richness  in  fat  of  the 
various  types  of  foods.  It  contains  one  or  two  representa- 
tive foods  from  the  grain  products,  vegetables,  fruits,  dahy 
products,  and  fats. 

Carbohydrates.  Carbohydrates  are  found  chiefly  m 
foods  of  vegetable  origin  such  as  grain  products,  vegetables, 


FATS,  CARBOHYDRATES,  AND  PROTEINS  IN  FOODS  47 

and  fruit,  although  sugar  is  also  found  in  milk.  With  few 
exceptions  the  foods  rich  in  fats  have  little  carbohydrate, 
while  those  with  a  large  amount  of  carbohydrate  contain 
only  a  small  amount  of  fat.  This  relationship  is  brought 
out  more  clearly  in  Chart  V,  where  the  foods  represented  in 
Chart  IV  are  given  with  the  carbohydrate  content  per  100 
Calories. 

Milk  contains  one  of  the  most  easily  digested  carbohydrates 
in  the  form  of  lactose  or  the  sugar  of  milk.     This  sugar,  with 


10         12         14         16  18        0)         22        24 


Grain  Products 
Wheat  Flour    [| 
Oatmeal 

Fruit   , 
Apples 

Grapes. 

Vegetables 
Potatoes 
Tomatoes 

Dairy  Products 

Milk 

Cheese 

Fat 
Butter 

Meat-  All  Kinds 


Chart  V. 


Dietetic  Bureau,  Boston,  Mass. 

—  A  comparison  of  some  common  foods  on  the  basis  of : 
"  Grams  of  carbohydrate  per  loo  Calories." 


the  fat  in  the  milk,  provides  energy  for  the  infant  during  the 
fii-st  year  of  life  before  he  is  able  to  digest  any  other  kind  of 
nourishment. 

Cane  sugar,  maple  sugar,  maple  ]  sirup,  molasses,  and 
honey  are  the  foods  ordinarily  considered  as  important 
sources  of  sugar  for  older  children  and  adults,  but  there  is 
also  a  valuable  supply  in  some  other  foods  such  as  dates, 
raisins,  and  prunes  among  the  fruits,  and  beets,  green  peas, 
carrots,  sweet  corn,  sweet  potatoes,  and  squash  among  the 
vegetables.  Sugars  are  soluble  in  water  and  hence  cannot 
])e  seen  in  moist  fruits  and  vegetables,  but  when  fruits  are 


48  DIETETICS  FOR   HIGH   SCHOOLS 

dried  sugar  is  frequently  seen  in  small  lumps,  especially  in 
raisins. 

By  the  use  of  dried  fruits  it  is  quite  practicable  to  in- 
crease the  Calories  by  several  hundred  without  noticeably 
increasing  the  bulk,  and  the  sugar  thus  obtained  is  in  a 
dilute  and  harmless  form.  Although  most  vegetables  are 
not  very  rich  in  sugar  and  cannot  be  relied  upon  to  provide 
much  energy,  they  introduce  other  qualities  very  essential 
to  health. 

Starch  is  usually  the  chief  source  of  energy  after  the  first 
year  of  life.  It  is  digested  and  absorbed  much  more  slowly 
than  sugar  and  can  thus  be  disposed  of  as  absorbed.  It 
occurs  in  largest  amounts  in  all  grain  products  such  as  cereals 
and  flour,  rice,  barley,  and  macaroni.  It  should  furnish 
about  one  third  of  the  energy  of  growing  children  after  the 
second  year. 

Of  the  common  vegetables  the  richest  in  starch  are  com, 
potatoes  (both  white  and  sweet),  dry  peas,  and  dry  beans. 
Animal  products  such  as  eggs,  milk,  and  meat  contain  no 
starch,  and  there  is  very  little  starch  in  fruits. 

Cellulose  is  the  fibrous  material  holding  the  food  con- 
stituents of  grain  products,  vegetables,  and  fruits  in  shape. 
If  a  potato  is  grated,  the  grated  material  put  into  a  piece 
of  cheese  cloth,  and  the  mass  thoroughly  washed  in  a  bowl 
of  cold  water,  the  bulky,  fibrous  residue  in  the  cloth  is  chiefly 
cellulose.  Tlie  white  material  that  settles  to  the  bottom 
of  the  bowl  is  starch.  Cellulose  and  starch  with  water 
form  the  bulk  of  the  material  in  vegetables  and  fruits,  though 
they  are  by  no  means  the  only  important  constituents. 

Uses  of  Fats  and  Carbohydrates 

Fats  and  carbohydrates  are  more  generally  thought  of 
as  fuels  and  as  such  were  considered  in  Chapter  III,  but 


FATS,  CARBOHYDRATES,  AND  PROTEINS  IN  FOODS  49 

they  have  other  important  uses  also,  some  of  which  can  be 
suppUed  to  the  body  in  no  other  way. 

Cellulose  provides  bulk.  So  far  as  we  know  cellulose  is 
not  digested  in  the  human  digestive  tract.  For  this  reason 
it  can  be  used  neither  for  fuel  nor  for  growth,  yet  it  plays  a 
very  important  part  in  health.  It  gives  bulk  to  the  food, 
thus  stimulating  the  intestines  to  greater  activity  in  eliminat- 
ing the  undigested  residue  and  other  waste  products  that 
have  accumulated. 

Some  fats  have  a  growth-stimulating  quality.  Most  animal 
fats,  especially  milk  fat,  have  dissolved  in  them  a  substance 
which  has  just  recently  been  discovered  and  recognized  as 
essential  in  growth.  This  substance  is  one  of  the  so-called 
vitamines.  Children  cannot  grow  without  it,  and  adults 
need  it  in  the  repair  work  which  goes  on  daily  in  their  tissues. 

Fat  protects  nerves  and  vital  organs.  Adipose  tissue  is 
built  chiefly  from  fats  and  carbohydrates.  While  we  all 
desire  a  moderate  amount  of  fatty  tissue  for  the  sake  of 
appearance,  it  is  also  necessary  for  the  protection  of  other 
tissues,  such  as  the  nerves,  muscles,  and  vital  organs,  and 
helps  to  hold  the  latter  in  position. 

Fat  serves  as  a  reserve  supply  of  fuel.  A  moderate 
amount  of  fat  serves  as  a  storehouse  of  energ}'  which  may  be 
called  upon  in  an  emergency,  as  in  the  case  of  the  two  girls 
referred  to  in  Chapter  III.  They  had  not  eaten  enough 
breakfast  to  provide  extra  fuel  for  an  unexpected  walk  of 
five  miles.  It  is  neither  necessary  nor  advisable,  however, 
to  have  a  very  large  surplus  of  fatty  tissue.  Too  much  fat 
means  an  extra  burden  for  the  heart  and  other  organs, 
which  results  in  discomfort,  inefl&ciency,  and  waste  of  energy. 
One  has  only  to  watch  the  very  fat  man  or  woman,  hurrying 
to  catch  a  passing  car  or  struggling  up  a  pair  of  stairs,  to 
reaUze  one  of  the  very  apparent  disadvantages  of  a  burden 
of  fat  and  the  extra  work  it  entails. 


50  DIETETICS   FOR   HIGH   SCHOOLS 

The  Amount  of  Fat  and  Carbohydrate  Needed 

WTiile  fats  and  carbohydrates  should  occupy  a  prominent 
place  in  the  normal,  properly  balanced  diet,  it  is  well  to  avoid 
eating  an  excess,  since  an  amount  over  and  above  what  is 
needed  for  daily  use  may  be  built  up  into  excessive  fatty 
tissue,  or  be  the  cause  of  digestive  disturbances.  Then,  too, 
foods  containing  the  most  concentrated  forms  of  fats  as  well 
as  sugars  do  not  in  general  contain  much  else  in  the  way  of 
nourishment,  and  if  a  large  proportion  of  the  energy  is 
derived  from  these  foods  there  is  danger  that  the  other  food- 
stuffs will  be  deficient. 

Fats.  There  is  a  limit  to  the  amount  of  fat  with  which 
the  human  digestive  tract  can  cope  without  difficulty, 
consequently  there  is  a  limit  to  the  amount  the  diet  should 
contain.  Fat  is  digested  slowly,  and  in  its  slow  digestion 
it  sometimes  hinders  the  digestion  of  other  foods,  and  this 
in  turn  may  cause  a  variety  of  ills. 

Although  the  amount  of  fat  in  the  diet  will  vary  with  the 
individual's  own  ability  to  take  care  of  it,  the  minimum  allow- 
ance estimated  by  scientists  is  between  two  and  three  ounces 
(57  to  85  grams)  a  day.  If  boys  and  girls  get  at  least  this 
amount  from  such  foods  as  butter  and  its  substitutes,  cream, 
bacon,  fat  meat,  and  oils,  additional  amounts  from  other 
foods  will  provide  a  margin  of  safety  without  overtaxing  the 
digestive  system. 

Carbohydrates.  Sugar  when  taken  in  too  great  quantity 
may  ferment  before  it  can  be  absorbed  and  may  thus  cause 
digestive  disturbances ;  besides,  sugar  itself  in  concentrated 
form  is  directly  irritating  to  the  stomach.  The  use  of  much 
sugar  is  also  a  bad  habit  because  it  tends  to  make  foods  that 
are  really  more  important  because  they  contain  mineral 
elements  and  vitamines,  seem  less  attractive.  It  is  well 
to  limit  the  amount  of  sugar  to  two  or  three  tablespoonsful 


FATS,  CARBOHYDRATES,  AND  PROTEINS  IN  FOODS  51 

a  day  at  the  most  (preferably  less),  this  amount  used  pre- 
ferably diluted,  as  in  cocoa,  on  cooked  fruit,  and  in  simple 
desserts.  If  any  concentrated  sugar  is  eaten,  it  should  be 
taken  at  the  end  of  a  meal,  but  never  early  in  the  meal  or 
between  two  meals,  as  it  takes  away  the  appetite  for  the 
more  substantial  foods. 

It  is  much  safer  to  obtain  the  major  part  of  one's  energy 
from  starchy  foods,  particularly  from  those  containing 
considerable  amounts  of  the  other  essential  materials,  such 
as  protein,  mineral  elements,  and  vitamines.  The  diet, 
especially  of  growing  children,  needs  to  contain  a  generous 
amount  of  cereals,  of  bread,  and  of  other  grain  products,  so 
that  the  energy  received  daily  may  be  sufficient  to  protect 
the  body  tissues.  Many  children  are  underweight  because 
they  play  so  hard  that  they  need  more  energy  than  the  food 
eaten  can  supply.  Then  they  have  to  burn  body  tissue  to 
get  the  remaining  energy  needed.  This  is  as  unwise  as  the 
person  who  is  continually  going  into  debt  for  the  sake  of 
having  a  good  time.  Such  children  should  either  eat  more 
or  play  less  vigorously. 

PROBLEMS 

25.  To  compare  the  fat  content  of  various  foods : 

Calculate   the  amount  of  each  of   the   following  foods 
necessary  to  give  two  ounces  (56.7  grams)  of  fat. 

Butter       Cream  (18%)    MUk  Olives  Olive  Oil 

Peanuts     Almonds  Eggs  Apples  Rice 

Potatoes    White  flour        Lean  beef    Medium  fat  beef   Sugar 

(Consult  Tables  IV,  V,  VI,  VIII,  VIII,  IX,  and  XVI.) 
How  much  energy  does  each  of  these  amounts  represent? 
Which  of  these  foods  needs  to  be  supplemented  with  more 
fat? 

26.  Plan  an  800-Calorie  meal  containing  one  ounce  of  fat.     How 

does  this  quantity  of  fat  compare  with  the  amount  of  fat 
you  usually  eat  at  one  meal? 


52  DIETETICS   FOR   HIGH   SCHOOLS 

27.  Arrange  a  meal  for  yourself  in  which  one  third  of  the  energy 

will  be  supplied  by  cereals  and  breadstuffs. 

28.  Prepare  and  calculate  the  amount  of  energy  in  one  pound  of 

fudge.  Cut  it  into  pieces  one  inch  thick  and  one  inch 
square  and  estimate  the  energy  in  one  piece.  To  how  many 
pieces  should  you  limit  yourself  in  one  day?  When  is  the 
the  best  time  to  eat  it? 

29.  To  compare  the  economic  value  of  various  foods  as  sources 

of  energy : 

How  much  would  it  cost  to  get  one-third  of  the  energy 
you  need  in  one  day  from  each  of  the  following  foods  ? 

Lean  Beef     Eggs  Milk  Dry  Beans 

Butter  Cream  (18%)  Olive  Oil 

Bread  Macaroni  Cornmeal 

(Calculate  the  cost  at  current  prices.) 

PROTEINS 

Use  of  proteins.  Years  ago  people  had  the  impression 
that  protein  was  paramount  in  importance  in  the  strength- 
giving  quahties  of  food.  It  was  found  to  be  in  every  Uving 
cell,  both  animal  and  vegetable.  For  a  long  time  scientists 
thought  it  was  the  source  of  life,  but  the  more  they  exper- 
imented the  more  they  realized  that  protein  was  only  one 
of  several  essentials.  Little  by  little  they  discovered  the 
value  of  both  the  mineral  elements  and  the  vitamines  and 
their  interresponsibility  in  human  welfare.  While  no  one 
food  may  be  said  to  be  more  important  than  all  others,  yet 
it  is  true  that  protein  is  needed  in  larger  quantity  for  growth 
than  all  the  other  materials  that  enter  into  body  tissue. 

Protein  is  necessary  to  keep  young  tissues  growing,  to 
keep  grown  tissues  in  repair,  and  to  replace  those  wasted 
by  disease.  Growing  boys  and  girls  must  have  protein 
enough  and  of  the  right  kind  to  help  them  to  become  healthy 
men  and  women ;  people  who  have  been  sick  must  have  it 
to  help  them  to  get  back  their  strength ;  all  need  it  to  keep 


FATS,  CARBOHYDRATES,  AND  PROTEINS  IN  FOODS  53 

up  their  strength.  But  the  protein  must  always  be  accom- 
panied by  a  proper  amount  of  other  foodstuffs  to  make  it 
of  most  value. 

Protein  may  be  burned  to  produce  energy,  but  to  use 
much  of  it  for  fuel  is  like  burning  the  walls  of  the  house  to 
heat  the  rooms.  There  should  be  enough  fat  and  carbohy- 
drate in  the  diet  so  that  the  body  will  not  have  to  bum 
protein  as  fuel.  Protein  foods  are  usually  expensive,  hence 
it  is  extravagant  to  use  them  for  fuel  when  fats  and  starch 
may  do  the  same  work  at  much  less  cost. 

Where  do  we  find  proteins?  Protein  is  found  naturally 
in  every  food  that  grows,  some  foods  being  very  rich  in  it 
and  some  foods  having  so  little  that  the  protein  content  is 
almost  negligible.  Some  foods  like  white  sugar  have  had 
all  protein  removed  by  artificial  refining  processes.  Table 
XVII  gives  a  general  idea  of  the  relative  amount  of  protein 
in  the  various  common  foods.  The  foods  are  grouped  ac- 
cording to  type  and  arranged  in  the  order  of  the  amount  in 
each  food,  the  upper  groups  containing  those  in  which  pro- 
tein is  most  abundant,  while  the  lowest  groups  are  made  up 
of  those  foods  having  least  protein.  Chart  VI  represents 
graphically  the  relative  protein  content  of  some  conmaon 
foods. 

We  find  in  general  for  every  100  Calories  that  the  pro- 
tein is  highest  in  animal  products  and  lowest  in  fruits,  fats, 
and  sugars.  If  we  were  told  to  increase  the  protein  content 
of  a  child's  diet,  we  should  add  such  foods  as  are  found  in 
the  column  headed  "  Milk,  Eggs,  Cheese,  Meat,  and  Fish." 

Relative  value  of  proteins.  All  proteins  are  not  equally 
valuable  any  more  than  all  foods  have  the  same  food  value. 
Of  two  foods  containing  the  same  amount  of  protein,  one 
may  do  much  better  service  than  the  other.  The  most 
complete  proteins  serve  for  growth,  for  repairing,  and  for 
keeping  up  the  strength  of  a  healthy  individual. 


54 


DIETETICS  FOR  HIGH   SCHOOLS 


Each  protein  is  made  up  of  a  large  number  of  smaller 
parts  called  amino  acids,  some  of  which  have  such  an 
influence  on  growth,  that  growth  is  interfered  with  when 
foods  containing  these  particular  acids  are  not  in  the  diet. 
Those  foods  that  do  not  contain  the  best  type  of  protein 
are  by  no  means  useless,  however,  as  it  takes  a  compara- 
tively small  amount  of  the  best  kind  of  protein  in  connec- 


Lean  beef. 

»  1  i  I  1 

DUtetic  Bureau,  Boston,  Mass. 

Chart  VI.  —  A  comparison  of  some  common  foods  on  the  basis  of : 
"  Grams  of  protein  per  loo  Calories." 

tion  with  those  that  are  less  effective  to  make  the  latter  very 
useful. 

At  present  it  is  not  known  just  how  all  the  various  pro- 
teins do  compare  with  one  another  in  their  ability  to  build 
tissues  and  to  keep  up  the  strength  of  those  already  grown, 
but  it  is  known  to  be  very  desirable  to  safeguard  the  health 
of  every  individual  by  including  in  his  diet  at  least  a  small 
amount  of  protein  from  some  animal  source,  such  as  milk 
(preferably),  eggs,  meat,  or  fish.     With  this  small  amount 


FATS,  CARBOHYDRATKS,  AND  PROTEINS  IN  FOODS    55 

of  protein  from  some  animal  product  the  bulk  of  the  protein 
may  be  from  cereals  and  vegetables. 

Amount  of  protein  required  per  day.  There  has  been  a 
great  deal  of  work  done  by  scientists  to  find  out  how  much 
protein  a  person  needs  in  his  food  each  day.  These  exper- 
iments, made  with  different  people,  have  given  results  so 
similar  that  it  seems  safe  to  assume  that  the  average  may 
be  used  as  a  guide  in  estimating  the  amount  required  by  any 
individual  under  normal  conditions. 

The  amount  stated  as  adequate  to  maintain  the  health 
and  strength  of  an  adult  with  a  liberal  margin  for  safety 
is  0.5  gram  of  protein  for  every  pound  of  body  weight,^ 
or  70  grnms  for  a  person  weighing  154  pounds.  This  0.5 
gram  does  not  provide  for  growth,  for  which  an  extra  allow- 
ance must  be  made.  The  amount  of  protein  required  by 
children  varies  from  one  and  one  half  to  two  grams  per 
pound  of  body  weight  for  very  young  children  and  gradually 
decreases  with  an  increase  in  age  to  0.5  grams  for  an  adult. 
To  calculate  protein  requirement  of  children  according  to 
weight  is  difficult.  A  better  and  perhaps  more  reliable 
way  of  determining  the  protein  needed  by  children  is  to  allow 
at  least  25  grams  of  protein  in  every  1000  Calories. 

The  amount  may  vary  somewhat  with  the  kind  of  protein, 
and  may  be  influenced  by  the  quantity  of  other  foodstuffs 
in  the  diet.  It  is  considered  best  to  have  some  protein  from 
animal  source ;  and  there  must  be  an  adequate  amount  of 
each  of  the  other  foodstuffs,  such  as  mineral  elements  and 
vitamines. 

Contrary  to  a  very  common  idea,  the  amount  of  protein 
needed  will  not  vary  with  the  kind  of  work  being  done.  The 
studious  boy  or  girl  will  need  as  much  protein  as  the  one 
who  enters  vigorously  into  athletics,  provided  the  two  are 
of  the  same  age  and  weight.    The  athlete  will  require  more 

1  See  Sherman's  Chemistry  of  Food  and  Nutrition,  Revised. 


56  DIETETICS  FOR   HIGH   SCHOOLS 

energy  than  the  "  student  "  but  not  necessarily  more  pro- 
tein. 

In  making  any  accurate  dietary  calculations  it  is  necessary 
to  have  accurate  figures.  The  exact  amount  of  the  num- 
ber of  grams  of  protein  in  the  100-Calorie  portion  of  each 
of  the  common  foods  is  given  in  Table  I  in  Appendix  B. 
(The  amount  needed  for  the  work  of  the  body  is  always 
expressed  in  grams  to  avoid  speaking  of  inconveniently 
small  fractions  such  as  a  hundredth  part  of  an  ounce.) 


PROBLEMS 

30.  To  find  the  daily  protein  requirement  for  your  family : 

Calculate  according  to  your  Calorie  requirement  your  own 
protein  requirement.  How  much  energy  will  this  supply? 
How  much  energy  must  be  supplied  by  fats  and  carbohy- 
drates? Does  protein  supply  about  10  to  13  per  cent  of 
the  total  calories? 

Calculate  the  amount  of  protein  needed  by  each  of  the 
other  members  of  your  family  (by  weight  if  possible} 

31.  If  a  boy  needs  three  ounces  of  protein  a  day,  how    5]ach  lean 

beef  would  be  necessary  to  supply  it?  How  much  milk 
would  supply  the  same  amount  of  protein?  How  much 
white  bread?  How  many  beans  (measured  dry)?  How 
much  cabbage  or  other  green  vegetable  ? 

Calculate  the  difference  in  cost  of  the  amount  of  each  of 
these  foods  necessary  to  supply  the  three  ounces  of  protein. 
Is  the  cost  of  a  food  always  an  indication  of  its  value? 

32.  How  much  milk  would  you  have  to  drink  in  a  day  to  get  all 

the  protein  you  need?  How  much  cheese  would  you  have 
to  eat?  How  much  white  bread?  How  many  beans 
(measured  dry)?     How  much  lettuce? 

33.  Analyze  the  meals  planned  under  Problem  27,  to  find  whether 

or  not  the  protein  is  adequate.  Make  any  changes  necessary 
to  make  them  adequate,  and  prepare  one  of  the  meals  in 
class. 

Calculate  the  cost.  Compare  the  cost  of  the  high  and 
low  protein  meals  of  the  various  members  of  the  class. 


FATS,  CARBOHYDRATES,  AND  PROTEINS  IN  FOODS  57 


00 

ga 
pau 


la 


6? 


9  <3  ?  a 

ox   CO  « 


^  „  «  qj  5*^  g 

|K  oS-a-sa  o 


«J  »>  q  CS 

■§  o  g.£  o  o 


'*CtC73 


CQ 


^^. 


•<  (E 


•^  o  3  S  2 


as 


ii « Si:  g 


M  4>  QQ   so  03 

~:  g  3  3  ¥ 


_  c8  a 

■a       As 


s 


03 


o^  ^-« 
a  e*S   . ""  fe  <» 

«  S  M  «  o  g  fl 

08  >-  3  a  0!  O  OS 

a  A  u  ^  v^  v 

,t:  r\  n  5._o  •«  ft 


CLD  o.^; 


so 


&;S  «  2  3  o' 


•—      ^       IE  3        « 3 

ffl  of     b'do  -gt 
♦J  4)     f.a^  S  i"  «;  m 

|t8a§ll|l§ 


i  S-3  8 
a'E  11 

S  0.3.S  * 

g  0!  o  00  "O 


g2 


'§& 


58  DIETETICS   FOR   HIGH   SCHOOLS 

REFERENCES 

An  Adequate  Diet,  Stiles,  P.  G.,       Harvard  University  Press. 
Food  Products,  Chapter  I.     Sherman,  H.  C.     Macmillan  Company, 
Fundamental   Basis   of  Nutrition,    Chapter    III.     Lusk,    Graham. 
Yale  University  Prass. 


CHAPTER  V 
MINERAL   ELEMENTS   AND    VITAMINES 

Mineral  Elements 

What  is  meant  by  mineral  elements?  We  are  familiar 
with  the  residue  or  ash  left  from  the  burning  of  wood.  When 
any  kind  of  food  except  oils,  pure  fats,  pure  starch,  or  sugar 
is  burned  there  is  a  similar  residue  left,  which  is  also  ash. 
This  ash  is  made  up  of  several  different  substances,  each  of 
which  in  turn  is  made  up  of  two  or  more  elements  from  the 
mineral  kingdom. 

These  mineral  elements  will  not  bum  inside  the  body  any 
more  than  they  will  bum  outside  the  body,  hence  they 
are  not  used  as  fuel.  They  are  in  part  held  in  solution,  which 
admits  of  their  being  carried  to  ev^ry  part  of  the  body,  and 
in  part  they  are  deposited  as  the  hard  matter  of  bones  and 
teeth. 

There  are  twelve  of  these  mineral  elements  in  foods. 
Some  foods  are  valuable  for  one,  some  are  valuable  for 
another,  and  some  are  valuable  for  several;  but  very  few 
foods  are  equally  valuable  for  all  of  them.  Hence  we  need 
a  variety  of  foods  to  make  sure  that  we  get  all  of  the  twelve 
mineral  elements  in  the  quantities  needed.  Since  it  has 
been  found  that  the  diet  of  a  family  is  sometimes  deficient 
in  phosphorus,  calcium,  and  iron,  three  of  the  most  im- 
portant mineral  elements,  these  should  be  especially  con- 
sidered in  the  planning  of  meals. 

Uses  of  mineral  elements.  Some  of  the  mineral  elements 
enter  into  the  building  of  tissues,  and  some  of  them  are 

59 


60 


DIETETICS   FOR   HIGH   SCHOOLS 


dissolved  in  the  blood  and  tissues,  where  they  help  to  control 
and  to  regulate  body  processes.  They  make  breathing  and 
digestion  possible,   they  help  to   determine   steadiness  of 


TIME  IN  MONTHS 


Figure  1.  —  Effect  upon  growth  of  the  addition  to  a  diet  otherwise  ade- 
quate, of  a  salt  mixture  of  such  composition  as  to  make  the  composition 
of  the  total  ash  similar  to  that  of  milk.    Courtesy  of  Dr.  E.  V.  McCoUum. 

nerve,  they  keep  the  blood  in  good  condition,  they  enable 
the  food  to  be  burned  to  yield  energy,  and  they  are  respon- 
sible for  the  contraction  and  relaxation  of  the  muscles. 
Life  would  cease  to  exist  without  the  mineral  elements. 


MINERAL   ELEMENTS   AND   VITAMINES 


61 


Figure  1  shows  what  happened  to  some  rats  that  were  fed 
on  a  diet  without  proper  minerals.  From  A  to  B  there 
were  not  enough  of  certain  mineral  elements  in  the  diet  and 
no  growth.  At  B  mineral  elements  were  added  and  the 
animals  then  grew  normally.  Figure  2  shows  the  effect  of  a 
diet,  good  in  all  other  respects  and  giving  some  minerals  but 


320 
280 
240 

§200 

Z 

1  160 

• 

!x 

^-.''' 

.^-•''* 

7 

/ 

y\ 

I  ^ 

v 

r 

A 

Y 

1 

i 

/ 

j^^ 

\^^ 

-Feriod-I- 

1 

1 

/ 

d  11 

120 

^ 

/ 

"fl 

/ 

/ 

/ 

Ratter  F 

«    • 

80 

A 

40 

"jll 
1 

/ 

/pWt 

^ 

/^ 

1 
1 
1 
1 

1 

4  S  6 

TIME  IN  MONTHS 

Figure  2.  —  Growth  at  much  less  than  half  the  normal  rate  through  the 
greater  part  of  the  normal  growth  period,  followed  by  accelerated 
growth  upon  adding  a  suitable  salt  mixture  to  the  diet.  Courteay  of 
Dr.  E.  V.  McCollum. 

not  enough  of  the  right  kind.  At  B  the  mineral  content  of 
the  diet  was  made  adequate  and  growth  was  normal.  Many 
boys  and  girls  are  perhaps  underweight  because  they  are  not 
getting  the  right  kind  and  amount  of  some  of  the  mineral 
elements. 

Iron  helps  to  make  good,  red  blood.     It  is  also  in  a  sense 
the  "  key  "  with  which  the  energy  is  released  from  food.  The 


62 


DIETETICS   FOR   HIGH   SCHOOLS 


food  then  should  contain  plenty  of  iron  to  make  the  energy 
available. 

Calcium  and  phosphorus  make  up  the  bulk  of  the  bones 
and  the  teeth.  Day  by  day,  from  infancy  to  the  end  of  the 
growing  period,  the  bones  and  teeth  are  gradually  built  up 
from  these  substances,  which  are  taken  into  the  body  in  food. 

MS       loio       !046        ^000        .075        .090       .106       .120       .136        TieO       AsB       .180 
1 


Fmt:-  Butter_ 
FniH 
Apples 


Or«iiKes_ 
Grain  Products 
White  Floor . 
Oatmeal 


Eggs_ 


Grams  of  Phosphorus  - 


Vegetables 
PoUtoes 

String  Beans 
Meat 

Medium 

Fat  Bee 
Lean  Beef 
Dairy  Products 
Milk  -  Whole 

Cheese 


Dietetic  Bureau,  Boston,  Man. 

Chart  Vn.  —  A  comparison  of  some  common  foods  on  the  basis  of : 
"  Grams  of  phosphorus  per  loo  Calories." 

Because  of  the  very  apparent  increase  in  the  size  of  these 
tissues  it  is  easy  to  see  why  these  elements  are  sometunes 
called  "  building  materials."  Other  uses  of  mmeral  elements 
have  been  mentioned  on  pages  8  and  59. 

Amounts  of  calcium,  phosphorus,  and  iron  needed  each 
day.  The  usual  mental  picture  of  starvation  is  that  of 
complete  or  partial  deprivation  of  food  in  general,  but  it  is 


MINERAL  ELEMENTS  AND   VITAMINES  63 

quite  possible  to  eat  a  large  amount  of  food  and  still  suffer 
from  starvation.  We  may  have  an  insufficient  amount  of 
iron  and  suffer  from  iron  starvation  which  may  show  itself 
in  anaemia ;  there  may  be  calcium  starvation  which  in 
young  children  will  result  in  stunted  growth  and  weakness 
(perhaps  rickets),  or  in  adults  in  a  complication  of  ills.  A 
doctor's  prescription  containing  iron,  phosphorus,  or  calcium 
is  an  indication  that  there  has  been  a  deficiency  of  that 
element  in  the  diet.  The  boy  referred  to  on  page  13, 
Chapter  I,  was  being  starved,  not  because  he  was  not 
eating  enough  but  because  he  was  not  getting  all  the  mineral 
elements  needed  for  growth. 

If  there  is  to  be  harmony  within  the  human  mechanism 
it  is  obviously  important  that  all  the  factors  essential  to  its 
well-being  be  present  in  proper  amoimts  to  perform  their 
various  duties. 

Each  day  as  the  work  of  the  body  is  performed  under  the 
influence  of  these  various  elements,  there  is  used  up  and  ex- 
creted through  the  kidneys  and  intestines  a  certain  amount 
of  each  element.  This  loss  must  be  replenished  by  food  so 
that  the  amount  required  to  do  the  work  in  the  body  may 
be  kept  up  to  normal.  Experiments  indicate  that  the  amount 
of  each  element  required  daily  by  an  adult  is  as  follows :  ^ 

Phosphorus        0.01  gram  per  p)Ound  of  body  weight 
Calcium  0.0045  gram  per  pound  of  body  weight 

Iron  0.0001  gram  per  pound  of  lx)dy  weight 

Then  the  food  of  an  average  man  weighing  154  pounds 
should  supply  daily,  1.54  grams  of  phosphorus,  0.69  gram 
of  calcium,  and  0.015  gram  of  iron.  Like  the  protein  the 
amount  of  these  elements  does  not  vary  with  occupation.  A 
man  digging  ditches  needs  no  more  of  them  than  the  man  who 
sits  in  an  office,  provided  the  two  are  of  the  same  weight. 

>  Sherman's  Chemistry  of  Food  and  Nutrilion. 


64  DIETETICS   FOR  HIGH   SCHOOLS 

While  the  exact  amount  of  each  of  these  elements  required 
for  growth  has  not  been  determined,  all  evidence  available 
would  seem  to  indicate  that  the  diet  of  the  child  should 
contain  considerably  more  in  proportion  to  the  weight  of  the 
child  than  that  of  an  adult.  The  more  satisfactory  method 
of  calculating  the  amount  of  mineral  elements  needed  by 
children  is  to  base  it  on  the  Calorie  requirement  as  follows :  ^ 

Phosphorus    0.48    gram  or  more  per  1000  Calories 
Calcium  0.25    gram  or  more  per  1000  Calories 

Iron  0.005  gram  or  more  per  1000  Calories 

A  boy  ten  years  of  age  and  requiring  2000  Calories  should 
have  food  supplying  1.0  gram  or  more  of  phosphorus,  0.50 
gram  or  more  of  calcium,  and  0.010  gram  or  more  of  iron. 

PROBLEM 

34.  Calculate  the  amount  of  phosphorus,  calcium,  and  iron  needed 
daily  by  each  member  of  your  family.  What  is  the  total 
amount  of  each  required  by  your  family  ? 

Frequently  where  people  are  unmindful  of  the  planning 
of  the  diet  so  as  to  obtain  these  elements  in  sufficient  amounts, 
they  become  conscious  of  serious  results  after  it  is  too  late  to 
remedy  them.  A  study  of  the  food  in  100  families  where 
there  had  been  no  training  in  food  values  showed  a  deficiency 
of  one  or  more  of  the  important  mineral  elements  in  about 
half  the  instances.  This  meant  that  these  people  were  not 
as  well  nourished  as  they  should  have  been.  Is  it  not  sig- 
nificant that  the  number  of  underweight  children  in  the 
schools  compares  very  closely  with  these  figures?  The 
welfare  of  the  future  citizen  is  enough  to  justify  the  short 
time  it  will  take  to  acquaint  one's  self  with  the  foods  necessary 
to  supply  these  elements. 

'  Sherman's  Chemistry  of  Food  and  NiUrUion* 


MINERAL   ELEMENTS  AND   VITAMINES 


65 


Foods  valuable  for  mineral  elements.  In  general, 
vegetables,  fruits,  and  milk  are  the  chief  sources  of  mineral 
elements ;  but  there  are  other  foods  especially  valuable  for 
some  one  particular  element.  Milk  is  the  only  food  that 
supplies  calcium  in  large  enough  quantities  to  insure  an 
adequate  supply  to  the  body.  Eggs  are  valuable  for  iron 
and  phosphorus,  grains  from  which  the  outer  coating  has  not 


■  080    .046     .060     .076     .IWO     .106     .120      186      .150     .166    .ItW     .11)6     .Mu 


Fat:-  Butter 

Meat 

Medium 
Fat  Beef 

Jjean  Beef 

Grain  Products 

White  Flour 


Oatmeal_ 


Apples 

Oranges 

Vegetables 

Potatoes 

String  Beans 
Dairy  Products 

Milk  -  Whole. 

Cheese 


.004 
1.007 


-Grains  of  Calcium' 


1.111 


Dietetic  Bureau,  Boston,  Mats. 

Chart  Vm.  —  A  comparison  of  some  common  foods  on  the  basis  of : 
*'  Grams  of  calcium  per  loo  Calories." 


been  removed  are  rich  in  mineral  elements  and  are  to  be  rec- 
ommended above  the  more  refined  grain  products.  Sugars 
and  fats  are  noticeably  deficient  in  minerals. 

By  studying  Tables  XVIII,  XIX,  and  XX,  one  may  be- 
come so  familiar  with  the  relative  value  of  the  conmion  foods 
for  phosphorus,  calcium,  and  iron  that  it  will  be  compara- 
tively easy  to  include  in  the  diet  such  foods  as  will  insure  a 
sufficient  amount  of  each  of  them. 


66 


DIETETICS   FOR  HIGH   SCHOOLS 


as 


O  " 

S3 


S  S  fl  2 
•5-5  ^  S 


a  1  £  c 


iJiii 


1  "•  "'-^ 


03-5.       55 
^  si's 

a   -  ■"     o 
21  .S3 

o3.a."  S  V 


e  «  a 

?.«aj: 
o 


Q  o't:  ^ 
S  4)  £  *i  2 


0)  o 

1^.1 


~  -2    S    m 


g  . a «^  .  a 


a  tj  3  0 


n  ^  d  ^ 


Oj5  3U3  d  d-5.'u 
.Si  «  o        3  a!  a  ^ 

^   -—  m  ''  d  s"  I' 

-  °     »r-  >""  I  - 
§|j|g22 

d    a,  L,    O,  M  M  U 

1-3 


i  E  3.^^  2  i  i  d 

I  4»       3  >^  5_r 


S.    J^. 


I  2  ?S   M^'O 


's  05 

dS-^ 


S  g-3  a  a-H  5.2  2 

KbcSiMaaIrt 

""^^-^  aj  J) -a  (o  a  o 


.03  Si,« 


_i  o  T-.^ 


1 4J 


MINERAL  ELEMENTS  AND  VITAMINES 


67 


^ 


§1-2 

§•5-2 

n 


b2 


^^ 


eg  0)  O 


•a  P  « 

CQ 


■0)   « 


5.2.2 


5^ 
1^  . 


(14   H 


a 


-^  a  o 
JSS   - 


03 


CS  CI 

"J 


sfl 
is 


:«§ 


o  o  2  5 

o  cS  u 

•a-s  r "~ 


7   OS   U 

3aa 


■as 
as 

^■§ 

3 

IJ 
--a  3 

^  «  a 


2afe-g.5t: 

.2  OS       a!.0  o 

99  O        V       .2 

w  d      □«  >  a; 


i   -  5   *  P 

00    .«Z  <n  □  93  S) 
■frd  QQ  01  C)  h  o*r 

§>|fcf£fc 


s-sass" 


2  d 

j3  3 


St:- 

3  1 


3  a  ►.'•3  ca 
^  Qi  n  O  B 


a  si 

»  o-a 

lli 

ill 


"  *  2  S 


68 


DIETETICS  FOR  HIGH   SCHOOLS 


■<  £ 

H  o 

S  o 


^35 


c3  o  c; 


-3  w  -^  ^.^  _,- 
■^  u  o  _  5    • 

a:;  ©"5  3  £  » -a 

"  bl=g  2-H-S 


a 
J)"— — 

« 


c.S 

s  .1  .-^ 

,  W    (D    CC    O    _■ 
O  I-  3  t-  »^ 


3  *  S  -^ 

c     ^c  - 

*^:3  t;  S  '^ 

3  C  C,c3  o 


^•?  i  i  o 

~  «  S  ®  " 


was  g-s 
g  ggj8 

m  »  ©^  jjT  © 

g  u  Dj  §■'3.  fe 
t  ©  ©  E  C.JS 


8 

•< 


"a  M  ^ 
"■2  s 


3        bd. 


.S©«| 

©«3 

C  ©  ©  '^  B 


as© 
Sorta©— ?^ 


7?  ,^-^    -2-- 
S  ©  ©  2  3  o. 

«  a.^  3  ©  g 

2  e  o  t  55  o 
_  c  *i  u  a-3 

jj  O  ej  e5-3  rt 


?3 


?:. 


iXl 


MINERAL  ELEMENTS  AND  VITAMINES 


69 


Charts  VII,  VIII,  and  IX  represent  graphically  the  rel- 
ative value  of  some  of  the  common  foods  for  phosphorus, 
calcium,  and  iron  respectively.  Phosphorus  is  much  more 
generally  distributed  among  the  various  types  of  foods, 
though  there  are  wide  variations  in  each  individual  group. 
This  is  particularly  noticeable  among  the  grain  products. 
Oatmeal,  with  the  outer  coating  of  the  grain  left  on,  con- 


■  ■ 

.0OU4                .0008                .0012                .0OJ6                .0020               .0024                .0028 

Fat:-  Butter 
Dairy  Products 

Cheese 

Milk 

.00003 
^■•0002 

DOS 
.0004 

Grams 

of  iron 

■  .0021 

Grain  Products 
White  Flour_ 

Oatmeal 

■■.0010 

Fruit 

Apples 

■  •0006 

Raisins 

Meat 

11 

Medium 
Fat  Beef- 

B^B.o(l 

I«an  Beef_ 

"""^^ 

■1.0018 

Vegetables 

.0016 

Potatoes  

27 

Dietetic  Bureau,  Boston,  Man. 

Chart  IX.  —  A  comparison  of  some  common  foods  on  the  basis  of: 
"  Grams  of  iron  per  loo  Calories." 


tains  almost  four  times  as  much  as  wheat  flour  from  which 
the  bran  has  been  removed. 

Very  few  foods  are  valuable  for  calcium.  Dairy  products 
are  easily  "  first,"  though  all  green  and  leafy  vegetables, 
carrots,  turnips,  and  parsnips  are  also  rich  in  calcium.  The 
influence  of  the  commercial  preparation  of  the  grain  is  again 
evident  in  the  larger  amount  of  calcium  in  the  oatmeal 
than  in  the  more  refined  white  flour. 


7Q  DIETETICS  FOR  HIGH   SCHOOLS 

Vegetables,  eggs,  lean  meats,  and  dried  fruits  are  the  foods 
in  which  iron  occurs  most  abundantly.  The  green  and  leafy- 
vegetables  are  the  foods  most  valuable  for  iron,  and  should 
be  used  freely  to  insure  an  adequate  amount  in  the  diet. 

Table  I  in  the  appendix  gives  the  average  amount  of  each 
of  these  elements  in  each  of  the  common  foods  and  is  a  basis 
for  accurate  calculations. 

PROBLEMS 

35.  To  become  familiar  with  the  foods  that  are  rich  in  phosphorus, 

calcium,  and  iron : 

Make  a  list  of  the  foods  valuable  for  each  of  these  mineral 
elements.  Record  them  in  your  notebook.  Select  from 
the  list  some  common  inexpensive  foods  that  you  are  not 
in  the  habit  of  eating.  Plan  to  cook  and  serve  these  foods 
at  home.     Report  your  experiment. 

36.  Plan  for  a  girl,  14  years  of  age  and  weighing   100  pounds,  a 

day's  meals  furnishing  at  least  1  gram  of  phosphorus,  0.5 
gram  of  calcium,  and  0.012  gram  of  iron. 

How  do  the  amounts  of  mineral  elements  you  are  getting 
in  your  food  correspond  with  these?  Weigh  out  the  foods 
planned  (raw  material). 

37.  If  a  boy  weighing  100  pounds  needs  1.5  grams  of  phosphorus 

a  day,  how  much  potato  would  supply  it  ?  How  much  meat  ? 
How  much  bread? 

38.  If  this  same  boy  needs  0.8  gram  of  calcium  and  0.02  gram  of 

iron  each  day,  how  much  milk  would  supply  the  calcium? 
How  many  eggs?  How  many  white  beans?  How  much 
spinach  would  supply  the  iron?  How  many  oranges? 
How  much  molasses  ? 

39.  Plan  a  day's  meals  consisting  of  a  variety  of  foods  that  will 

supply  this  boy,  15  years  of  age  and  weighing  110  pounds, 
with  a  sufficient  amount  of  phosphorus,  calcium,  and  iion. 

40.  If  you  work  moderately  hard  during  the  week,   how  much 

energy,  protein,  phosphorus,  calcium,  and  iron  do  you  need 
each  day?  If  you  play  basket  ball  or  tennis  on  some  of 
these  days,  which  of  these  requirements  will  be  increased 
and  why  ? 


MINERAL  ELEMENTS  AND   VITAMINES  71 

The  Vitamines 

The  significance  of  vitamines.  Only  a  few  years  ago  we 
believed  we  had  a  perfect  diet  if  it  contained  t6e  right 
amount  of  protein,  phosphorus,  calcium,  and  iron  with 
enough  fat  and  carbohydrate  to  supply  the  energy  to  do  the 
day's  work.  But  when  Hopkins,  a  prominent  scientist  of 
England,  was  feeding  some  rats  on  different  diets  he  dis- 
covered in  addition  to  these  foodstuffs  something  else  in 
milk  which  was  also  necessary  for  growth.  The  growth 
curve  of  these  rats  given  in  Figure  3  shows  how  great  is  the 
influence  of  this  newly  discovered  factor.  Without  it, 
growth  continues  for  a  time,  then  declines,  and  finally  ceases 
entirely.  With  a  generous  amount  of  it  growth  is  rapid. 
We  can  then  imagine  that  with  only  half  enough  of  it  children 
might  be  stunted  in  their  growth.  This  substance  was  called 
vitamine  by  another  investigator  and  is  often  so  called  to-day. 

Later  Osborne  and  Mendel  of  Yale  University,  and 
McCoUum  and  Davis  of  the  University  of  Wisconsin 
found  that  there,  was.  the  same  or  a  similar  substance  in 
butter  fat,  and  later  McCollum  found  this  same  growth- 
stimulating  quality  in  the  leaves  of  plants.  After  much 
experimenting  they  have  discovered  at  least  two  different 
vitamines,  with  probably  a  third,  all  of  which  have  different 
uses  in  the  body.  They  are  all  known  to  be  as  essential 
to  life  as  any  other  part  of  the  food. 

Because  scientists  have  known  for  such  a  short  time  that 
these  substances  are  in  food  and  are  necessary  for  growth 
and  health,  they  have  not  yet  had  time  to  find  out  how  much 
is  needed  by  the  body  nor  how  much  each  food  contains. 
We  know  that  they  are  necessary,  that  some  foods  are  more 
valuable  for  them  than  others,  and  that  the  health  of  every 
individual  should  be  safeguarded  by  the  use  of  foods  con- 
taining them. 


72 


DIETETICS   FOR  HIGH   SCHOOLS 


90 


§70 


ao 


0 


TIME  IN  DAYS 


Figure  3.  —  Growth  curve  of  rats.  Lower  curve,  six  rats  on  an  artificial 
diet.  Upper  curve,  six  similar  rats  receiving  in  addition  2  c.c  of  milk. 
Courtesy  of  Dr.  F.  G.  Hopkins. 


MINERAL  ELEMENTS  AND  VITAMINES 


73 


"  Fat  soluble  A."  One  of  these  important  substances 
occurs  dissolved  in  animal  fats,  such  as  milk  fat,  eggs, 
beef  fat,  and  cod  liver  oil,  but 
it  is  not  found  to  any  appre- 
ciable extent  in  vegetable  oils. 
It  is  in  glandular  organs,  such 
as  liver  and  the  pancreas 
("  sweetbreads  "),  and  also 
in  the  leaves  or  the  young 
sprouting  parts  of  plants,  such 
as  asparagus,  Brussels  sprouts, 
cabbage,  celery,  kale,  lettuce, 
spinach,  and  other  greens.  Be- 
cause it  may  be  dissolved  in 
fat  it  is  frequently  called 
"  fat  soluble  A  "  to  distinguish 
it  from  the  other  vitamines. 
Figure  4  shows  what  happens 
when  rats  are  fed  with  and 
without  this  "  fat  soluble  A." 
Those  receiving  it  in  their 
food  grew  normally,  while 
those  with  practically  none 
failed  to  grow  at  all. 

Some  one  of  the  foods  con- 
taining this  substance,  and 
preferably  two  of  them  for 
safety,  should  be  in  the  diet 
each  day  if  boys  and  girls  are 
to    grow    to   be    strong   and 


thie  in  months 

Figure  4.  —  Effect  upon  growth  of 
the  addition  of  "  fat  soluble  A  "  to 
a  diet  adequate  in  all  other  respects. 
Courtesy  of  Dr.  E.  V.  McCollum. 


healthy,  if  adults  are  to  keep  up  their  strength  and  resistance, 

or  if  those  with  tissues  wasted  by  disease  are  to  regain  strength. 

"  Water    soluble    B."     The    second    vitamine    may    be 

dissolved  in  water  and  is  often  called  "  water  soluble  B." 


74  DIETETICS   FOR   HIGH   SCHOOLS 

It  occurs  in  a  larger  number  of  foods  than  the  vitamine 
soluble  in  fat,  and  because  of  this  wider  distribution  there 
is  much  less  danger  of  a  deficiency  of  it  in  the  diet.  It  is  in 
almost  all  foods  except  white  flour,  white  rice,  new  process 
corn  meal,  starch,  fats,  and  sugars.  If  one  ate  these  foods  ex- 
clusively there  would  be  danger  of  loss  of  control  of  the  nerves 
with  perhaps  paralysis,  but  such  a  one-sided  diet  is  unusual 
in  this  country.  Nevertheless  this  water  soluble  vitamine  is 
an  important  factor  in  food  value  and  should  be  conserved. 

Because  of  the  solubility  of  this  vitamine  considerable  of 
it  may  be  lost  if  the  water  in  which  vegetables  are  boiled  is 
thrown  away.  Whenever  possible  this  water  should  be 
saved  and  used  in  soups  and  gravies. 

"  Water  soluble  C."  There  is  probably  a  third  vitamine 
necessary  for  growth  and  which  protects  against  scurvy. 
It  is  also  soluble  in  water  and  even  more  likely  to  he  lost  or 
destroyed  in  cooking  than  "water  soluble  B."  This  vitamine 
is  called  "  water  soluble  C."  Fresh  fruits  and  vegetables 
are  the  best  sources  of  it ;  fresh  milk  contains  it  in  fair 
amounts ;  bread  and  meat  contain  almost  none,  while  butter 
and  sugar  contain  none  at  all. 

E£fect  of  heat  on  the  vitamines.  The  vitamine  value  of  a 
food  may  be  destroyed  or  lessened  by  heat.  Consequently 
the  foods  upon  which  we  are  dej^endent  for  these  important 
substances  should  not  l^e  cooked  at  too  high  a  temperature 
or  for  too  long  a  time.  At  present  very  little  definite  in- 
formation on  this  subject  can  be  given.  To  be  on  the  side 
of  safety  it  is  important  to  have  in  the  diet  each  day  at 
least  one  cup  of  unboiled  milk,  or  some  fresh  fruit  or  veg- 
etable, or  preferably  liberal  amounts  of  both. 

PROBLEM 

41.  Make  a  list  of  the  foods  valuable  for  their  vitamine  content. 
Classify  them  under  the  following  headings,  including  the 
same  food  under  more  than  one  heading  if  necessary : 


MINERAL   ELEMENTS   AND   VITAMINES  75 

"Fat  soluble  A";  "Water  soluble  B";  "Water  soluble 
C."     Consult  this  listi  when  planning  meals. 

What  precautions  should  be  taken  in  the  preparation  of 
meals  so  that  the  vitamine  content  will  be  preserved  as 
much  as  possible? 

Planning  the  Diet 

It  is  advisable  for  the  sake  of  health  and  for  the  sake  of 
good  work  that  the  diet  be  planned  in  such  a  way  as  to 
contain  sufficient  amounts  of  the  various  food  factoi's.  The 
diet  of  adults  should  contain,  for  every  pound  of  body  weight, 
foodstuffs  as  follows : 

Protein  0.5        gram  or  more 

Phosphorus  0.01      gram  or  more 

Calcium  0.005    gram  or  more 

Iron  0.0001  gram  or  more 

The  diet  of  children  should  contain,  for  every  1000  Calories, 
foodstuffs  as  follows : 

Protein  25.00    grams  or  more 

Phosphorus  0.48    gram  or  more . 

Calcium  0.25    gram  or  more 

Iron  0.005  gram  or  more 

There  should  be  enough  fat  and  carbohydrate  to  supply  the 
energy  needed  in  addition  to  what  the  protein  will  supply. 
Care  must  be  taken  to  use  one,  and  preferably  two,  of  the 
foods  that  contain  the  vitamine  soluble  in  fat ;  milk  with 
one  of  the  leafy  vegetables  is  a  safe  rule.  If  the  other  food 
factors,  such  as  iron,  calcium,  and  phosphorus,  are  provided 
in  sufficient  amounts,  it  is  probable  that  enough  of  the 
water-soluble  vitamines  will  also  be  present,  but  there 
should  always  l)e  some  fresh  food  to  insure  against  any 
tendency  toward  scurvy. 


76  DIETETICS   FOR   HIGH   SCHOOLS 

With  a  general  idea  of  the  amount  of  each  of  the  food- 
stuffs required  and  of  a  knowledge  of  the  foods  that  supply 
them,  it  is  possible  for  a  student  to  master  the  art  of  menu 
making. 

PROBLEM 

42.   Make  a  summary  of  the  food  requirements  of  the  different 
members  of  your  family.     Find  the  totals. 

After  this  discussion  of  the  basis  for  the  planning  of 
meals,  it  would  be  interesting  to  take  up  the  food  problem 
of  the  family  of  each  individual  member  of  the  class,  but 
this  is  obviously  impossible.  We  are,  therefore,  going  to 
take  a  family,  the  Irving  family,  and  discuss  the  proper  food 
for  each  member  of  it  in  such  a  way  that  it  should  be  possible 
for  each  member  of  the  class  to  adapt  the  suggestions  given 
to  her  own  individual  problem. 

REFERENCES 

Chemistry  of  Food  and  Nutrition,  pages  332,  343,  344,  and  345. 

Sherman,  H.  C.     Maemillan  Company. 
Fresh  Fruits  and   Vegetables  as   Conservers  of   other  Staple   Foods, 

Farmers'  Bulletin  No.  871.     U.  S.  Department  of  Agriculture. 
Text  Book  of  Cookery,  Division  V.     Greer.     Allyn  and  Bacon. 


CHAPTER  VI 

FEEDING  THE  IRVING  FAMILY— LUNCHEON  FOR  A 
HIGH   SCHOOL   GIRL   OR  BOY 

The  Irving  Family 

Mrs.  Irving,  like  many  another  mother,  had  a  large  family 
to  plan  meals  for.  There  was  baby  Betty  who  was  a  year  old. 
Betty  was  the  pet  of  the  household,  good-natured,  and  a  joy 
when  some  one  was  with  her,  but  most  unhappy  when  not  re- 
ceiving attention.  As  a  result  she  was  frequently  given 
something  to  eat  to  keep  her  quiet.  She  was  thin  for  her 
age,  restless  and  easily  disturbed  when  asleep,  but  otherwise 
apparently  healthy. 

Jack,  who  was  three  years  old,  was  a  bright,  keen  boy, 
active,  excitable,  and  always  too  busy  to  take  a  nap.  He 
bolted  his  food  at  mealtime  so  as  to  get  back  to  his  rocking 
horse  or  his  ball,  and  was  frequently  seen  eating  sweet  cakes 
and  fruit  between  meals.  Although  usually  healthy,  he 
frequently  had  a  cold  that  kept  him  from  gaining  as  he 
should. 

Dick,  who  was  seven  years  old,  had  a  weak  heart  and  was 
thin  for  his  age.  Much  exercise  was  forbidden,  and  he 
frequently  had  to  remain  at  home  from  school  to  rest.  He 
was  fond  of  reading  and  was  often  allowed  to  sit  up  late  at 
night  to  finish  a  story.  He  drank  coffee,  preferred  his 
eggs  fried,  seldom  touched  milk,  never  ate  potatoes  or 
other  vegetables,  but  was  very  fond  of  meat.  Mrs.  Irving 
often  wondered  why  he  was  so  frail,  as  he  had  been  active 
like  Jack  when  he  was  Jack's  age. 

77 


78  DIETETICS   FOR    IIlUll    SCHOOLS 

Clare?  was  ten  and  the  only  .strong  and  healthy  niemljer 
of  the  family.  She  had  rosy  cheeks  and  sparkling  eyes, 
was  wide  awake,  and  always  well  and  happy.  Although 
she  was  extremely  fond  of  having  a  good  time,  she  apj^lied 
herself  diligently  to  her  lessons,  mastered  them  in  a  short 
time,  and  was  off  to  her  play.  She  was  busy  all  day  long, 
l)ut  she  was  ready  for  bed  Ijy  nine  o'clock  and  slept  sound 
till  morning.  She  had  a  splendid  ai)ix^tite,  she  loved  milk, 
she  ate  plenty  of  bread,  cereals,  vegetables,  and  fruit,  but 
she  was  not  so  very  fontl  of  meat  and  often  ate  none  at  all. 
Neither  did  she  care  for  sweets  and  seldom  ate  between  meals. 

Alice  and  Tom  Irving  were  in  the  last  part  of  the  sopho- 
more year  in  high  school.  For  two  years  Alice,  who  was 
fourteen  years  old,  had  been  at  the  head  of  her  class  as  well 
as  being  a  leader  in  social  activities,  but  of  late  her  records 
had  not  been  up  to  standard.  She  was  getting  thin  and 
pale,  she  was  losing  her  usual  charm  and  vivacity  of  manner, 
and  was  too  tired  to  play  with  the  other  girls  after  school. 
Because  her  marks  had  been  poor,  every  minute  outside 
of  school  was  devoted  to  the  preparation  of  her  lessons  for 
the  next  day.  Although  she  spent  several  more  hours 
studying  than  formerly,  she  did  not  seem  to  accomplish 
as  much  in  the  same  length  of  time. 

Tom,  although  two  years  older  than  Alice,  was  in  the  same 
class.  He  was  somewhat  indifferent  to  his  repeated  failures 
in  his  class  work  because  he  w^as  not  fond  of  studying,  but 
there  was  a  "  sting  "  in  the  taunts  of  his  friends  to  the 
effect  that  he  could  no  longer  maintain  his  old  athletic  record. 
He  was  not  only  getting  so  stout  that  he  found  it  more  and 
more  difficult  to  run  and  jump,  but  his  strength  was  not 
increasing  in  proportion  to  his  weight.  He  laughed  good- 
naturedly,  however,  pretended  not  to  mmd,  and  tried  to 
drown  his  disappointment  in  the  pleasure  of  eating,  for  no 
one  seemed  to  care  if  he  did  eat  and  grow  fat  and  lazy. 


FEEDING  THE   IRVING   FAMILY  .    79 

Mrs.  Irving  was  perplexed  to  know  how  to  prepare  meals 
to  suit  the  needs  of  all  six  of.  these  children.  Let  us  see  what 
solution  to  the  problem  she  found. 

Meals  of  Alice  and  Tom 

She  was  worried  about  Alice  and  consulted  a  physician, 
who  said  that  the  girl  was  not  sick  but  that  she  was  growing 
rapidly  and  needed  more  food.  Tliis  was  hard  to  believe, 
as  Alice  ate  frequently  when  she  was  home,  she  could  have 
anything  she  wanted  for  luncheon,  and  she  was  eating  at 
the  same  table  with  Tom,  who  was  fifty  pounds  above  the 
normal  weight  for  boys  of  his  age.  But  her  mother  tried 
to  persuade  her  to  eat  more  by  coaxing  her  with  sweet  buns 
covered  with  jam  for  breakfast,  with  much  sugar  in  her  coffee 
and  on  her  cereal,  and  with  all  kinds  of  expensive  fruits. 

Alice's  luncheon.  Alice's  mother  gave  her  an  extra 
allowance  with  which  to  buy  her  luncheon  at  noon,  so  that 
s\n\  might  have  whatever  she  wanted.  Since  sweets  and 
l)ickles  appealed  to  her,  she  bought  cake,  a  pickle,  and  ice 
cream,  or  an  ice  cream  soda  with  a  bar  of  cliocolate,  or  some 
fruit. 

After  school  in  the  afternoon,  she  would  eat  a  large  piece 
of  cake,  an  apple  or  two,  and  occasionally  a  piece  of  candy 
(iM'rhaps  two  or  three  ounces  during  the  afternoon).  As 
she  was  not  verry  hungrj'^  at  six  o'clock,  her  dinner  consisted 
of  a  moderate-sized  piece  of  meat,  a  small  serving  of  one  or 
two  vegetables  (if  they  ai^pivded  to  her),  with  a  very  large 
serving  of  some  sweet  dessert. 

Was  it  any  wonder  that  Alice  was  getting  thin  and  pale, 
and  unable  to  keep  up  her  usual  standard  of  work? 

Typical  meals  eaten  by  Alice  and  Tom.  The  doctor  had 
said  that  thorn  was  as  much  danger  in  eating  too  much  of 
the  wrong  food  as  there  was  in  eating  too  little  of  the  right 


80 


DIETETICS   FOR   HIGH   SCHOOLS 


food,  and  that  there  was  as  much  cause  for  alarm  in  Tom's 
overweight  and  lack  of  energy  as  in  Alice's  underweight. 
As  it  was  all  a  perplexing  problem  to  Mrs.  Irving,  she  began 
to  watch  the  children  to  see  what  they  were  eating.  The 
following  meals  are  typical  of  those  eaten  by  Alice  and  Tom 
day  after  day : 


ALICE 


TOM 


Breakfast 


Orange 

Cornflakes  (1  e.)     Cream 
Roll(l)     Butter  (§oz.)     Coffee 
Eggs  (1)    Jam  (3  tbsp.) 


Orange 

Cornflakes  (1  e.)     Cream 
Rolls  (4)  Butter  (2  oz.)    Coffee 
Eggs  (3)     Baeon  (4  slices) 


Luncheon 


Ice  cream  (|  c.) 
Cakes  (3)    Pickles 


Cake    Candy 
Apples 


Ice  cream  (1  c.) 

Cakes  (4)     Bananas  (2-3) 


Afternoon  Luncheon 


Meat  (3  oz.)  Potatoes  (1  small) 

Bread  (1  slice)     Butter  (J  oz.) 

Tomatoes 

Apple  Tapioca  (1  c.) 


Cold  Meat  Sandwich 
Apples 

Supper 

Meat  (6  oz . )     Potatoes  (2-3) 

Bread  (4  slices)     Butter  (2  oz.) 

Tomatoes 

Apple  Tapioca  (1  e.) 


Inadequacy  of  the  food  value  of  these  meals.     The  average 
food  value  of  the  meals  eaten  by  Alice  and  Tom  is  as  follows : 


Caloboss 

Protein 

Cai  cium 

Phos- 
phorus 

Iron 

Alice's  meals    ,     . 
Tom's  meals     .     . 

2200 
4500 

grams 

42 

120 

grams 

0.40 
0.65 

grams 

0.73 
1.63 

grams 

0.009 
0.022 

FEEDING  THE   IRVING   FAMILY 


81 


If  the  nomial  weight  of  a  girl  as  old  as  Alice  was  90  pounds 
and  of  a  boy  the  age  of  Tom  was  120  pounds,  then  each  would 
require  approximately : 


Calories 


Protein 


Calcium 


Phos- 
phorus 


Iron 


Alice 
Tom 


2200 
3000 


grama 

55 
75 


grama 

0.55 
0.75 


grama 

1.10 
1.50 


grama 

0.013 
0.018 


According  to  these  figures,  Alice  and  Tom  were  not  getting 
all  the  materials  needed  for  growth,  though  Tom  was  getting 
much  more  energy  than  he  required.  Alice's  food  did  not 
contain  enough  iron  to  make  good  red  blood,  and  neither  of 
them  had  had  sufficient  calcium  to  help  in  the  proper  regu- 
lation of  the  internal  activities. 

Alice  had  been  eating  too  much  sugar  and  white  starchy 
foods,  foods  not  only  deficient  in  iron  and  calcium,  but 
which  take  away  the  appetite  for  the  foods  one  ought  to  eat. 
Her  midday  luncheon  of  sweets  was  of  little  value  except  as 
a  source  of  energy,  and  even  in  this  respect  was  not  sufficient 
to  keep  her  from  getting  tired.  Oftentimes  her  own  body 
tissues  were  burned  to  get  enough  energy  for  the  work  of  the 
afternoon.  Since  candy  destroyed  her  appetite  for  the  six 
o'clock  meal  she  did  not  get  enough  growing  material  to 
rebuild  the  tissues  burned  and  consequently  lost  weight. 

Tom  had  been  getting  too  much  fat  and  white  starchy 
food,  both  of  which  are  deficient  in  mineral  elements.  In  all 
probability  he  had  enough  protein  for  building  good  muscles 
and  other  tissues,  but  the  protein  without  the  proper  amount 
of  mineral  elements  is  as  useless  as  are  the  stones  of  a  house 
without  cement  to  hold  them  together.  The  large  amount 
of  food  eaten  by  Tom  was  converted  into  fat  instead  of 


82 


DIETETICS   FOR   HIGH   SCHOOLS 


Chart  X. 


10     11      Vi.    ys     11      15     16      J7      18 

AGE!  IN  YEARS  /' 

tHcMic  Bureau,  Boston,  Mass. 

Increase  per  year  in  the  weight  of  girls. 


strong  muscloii,  and  conscqum^  his  strength  was  not  in 
proportion  to  his  w(M,<;ht.     r^       J 

Food  should  provide  for  the  rapid  growth  of  high  school 
boys  and  gijrls.  Charts  X  and  XI  show  clearly  how  neces- 
sary it  is  %boysan^  girls,  especially  of  high  school  age, 


Chart  xi. 


10     11      12      13     14     15     16      17      18 

AGE  IN  YKARS 

Dielctic  Bureau,  Boston,  Mass.  \ 

■Increase  per  year  in  the  weight  of  boys.  \ 


7^ 


; 


FEEDING   THE    IRVING   FAMILY  83 

to  eat  plent}'  of  foods  containing  growing  materials.  During 
the  first  year  of  a  child's  life  he  gains  from  12  to  14  pounds. 
During  the  second  year  of  life  he  has  to  eat  enough  to  gain 
on  an  average  of  6  pounds,  and  in  addition  must  keep  in 
repair  the  12  or  14  pounds  gained  during  the  first  year  of  life. 
Then  during  the  third  year  he  must  keep  in  repair  25  or  26 
pounds  of  bone  and  muscles,  and  must  eat  enough  in  addition 
to  gain  from  4  to  5  pounds  more,  and  so  on  year  after  year. 
By  the  time  a  boy  or  girl  is  twelve  or  thirteen  years  old,  or 
of  high  school  age,  there  are  between  80  and  100  pounds  to 
keep  in  repair.  About  this  time  the  weight  increases  very 
rapidly,  as  is  shown  by  the  charts.  Extra  precautions 
should  then  be  taken  to  eat  the  right  food  with  the  proper 
kind  of  materials  to  provide  for  this  rapid  increase.  At  the 
same  time  there  should  l^c  enough  energy  so  that  the  food 
needed  for  growth  is  not  used  in  other  ways.  Many  boys 
and  girls  are  thin  at  this  age,  and  more  susceptible  to  disease 
because  they  have  not  eaten  sufiicient  food  to  provide  for 
growth,  energy,  and  resistance. 

PROBLEMS 

43.  Reconstruct   Alice's   meals  given  on  page  80  so  that   they 

correspond  to  her  requirement.  Increase  the  protein, 
calcium,  phosphorus,  and  iron.  Include  foods  that  will 
supply  the  vitamines.  Make  a  record  of  the  corrected 
meals  in  your  notebook. 

44.  Reconstruct  the  meals  given  for  Tom  on  page  80  so   that 

they  correspond  to  his  requirement.  Decrease  the  total 
number  of  Calories,  and  increase  calcium  and  phosphorus. 
Include  the  vitamines.  Make  a  record  of  the  corrected 
meal  in  your  notebook. 

A  Nourishing  Luncheon  is  Necessary  to  Health 

~~*~It-i»  very  important  for  every  boy  and  girl  to  have  three 
good  meals  a  day.     It  is  very  important  that  these  meab*  ue 


84  DIETETICS   FOR   HIGH   SCHOOLS 

at  regular  houi-s  as  the  stomach  is  a  delicate  piece  of  ma- 
chinery needing  periods  of  rest. 

If  Alice  and  Tom  had  had  their  meals  regularly  with  the 
right  foods  there  is  little  doubt  that  each  would  have  been 
in  a  better  physical  condition.  Had  there  been  a  substantial 
luncheon  at  noon,  they  would  have  needed  only  a  light  lunch- 
eon, if  any,  after  school  and  would  have  had  normal  appe- 
tites at  six  o'clock.  When  a  mid-afternoon  luncheon  is 
necessary,  it  should  by  no  means  be  a  complete  meal, 
neither  should  it  be  sweets  of  any  kind.  A  glass  of  milk  or  a 
piece  of  whole  wheat  bread  and  butter  is  sufficient  in  case  of 
extreme  hunger. 

You  may  be  wondering,  as  did  Mrs.  Irving,  what  arrange- 
ments may  be  made  for  childien  who  can  neither  go  home 
at  noon  nor  buy  their  luncheon  at  school.  If  children  live 
so  far  away  from  the  school  that  they  have  to  hurry  home, 
eat  rapidly,  or  eat  only  half  enough,  and  then  hurry  back 
to  school,  they  ought  not  to  go  home.  They  may  take  a 
very  satisfactory  luncheon  with  them.  It  may  be  incon- 
venient to  prepare  the  luncheon,  but  if  the  trouble  it  takes 
spells  HEALTH  it  is  worth  while. 

The  box  luncheon.  The  box  or  basket  luncheon  is  a 
difficult  problem.  It  is  hard  to  plan  an  appetizing  meal 
with  enough  variety  to  tempt  the  fickle  appetite  of  growing 
girls,  or  to  satisfy  the  appetite  of  growing  boys.  It  should 
be  more  tempting  than  the  comer  grocery  products  and  more 
satisfying  than  confectionery.  If  the  luncheon  really  satis- 
fies there  will  not  be  that  craving  for  sweets  which  is  the 
cause  of  many  an  illness. 

The  luncheon  should  contain  from  500  to  700  Calories  of 
such  foods  as  will  provide  a  well-proportioned  amount  of  the 
various  foodstuff's.  The  more  satisfying  combinations  are 
made  from  sandwiches,  simple  desserts,  a  bottle  of  milk, 
and  some  fruit.     The  maximum  amount  of  nourishment 


FEEDING  THE   IRVING  FAMILY  86 

may  be  furnished  in  sandwiches  made  of  whole  wheat, 
oatmeal,  brown,  raisin,  or  nut  bread.  They  may  be  plain 
bread  and  butter  sandwiches,  or  the  food  value  may  be 
increased  by  such  fillings  as  eggs,  peanut  butter,  chopped 
meat,  baked  beans,  jam,  cheese  (plain  or  combined  with 
dried  fruit,  jam,  jelly,  or  chopped  green  vegetables),  or  a 
combination  of  nuts  and  dried  fruits,  such  as  raisins,  dates, 
or  figs.  By  referring  to  Table  I  in  the  appendix  it  will  be 
noticed  that  the  foods  mentioned  are  those  richest  in  either 
protein  or  iron  or  both. 

A  bottle  of  milk  will  supply  protein  and  vitamines.  It 
is  also  the  only  food  containing  enough  calcium  to  supply 
the  amount  needed  and  should  be  included  in  the  luncheon 
either  as  a  beverage,  or  in  some  cooked  form,  such  as  a  bowl 
of  custard,  a  cornstarch  or  rice  pudding. 

If  fniit  is  not  included  in  the  filling  of  the  sandwiches, 
it  can  be  supplied  by  a  jar  of  stewed  fruit,  either  dried  or 
fresh,  some  ripe  fresh  fruit,  or  a  few  dates  (plain  or  stuffed 
with  peanut  butter  or  cheese). 

Simple  desserts  are  to  be  preferred.  Gingerbread,  ginger 
cookies  (the  molasses  provides  lx)th  iron  and  calcium), 
peanut  cookies,  date  cookies,  and  sponge  cake  are  always 
good.  A  jar  of  custard  or  sweet  chocolate  would  he  nourish- 
ing, easy  to  carry,  easy  to  prepare,  and  are  among  the  types 
of  dessert  l>est  suited  to  the  luncheon  of  school  girls  and  boys. 

Care  should  be  taken  to  provide  protein,  phosphorus, 
iron,  calcium,  and  the  vitamines,  and  at  the  same  time 
there  must  be  energy  enough  to  last  during  the  afternoon, 
so  that  the  body  will  not  have  to  burn  its  own  tissues  to 
keep  going.  It  is  not  necessary  to  provide  a  different  food 
for  each  of  these  factors,  as  many  foods  are  valuable  sources 
of  several  of  them.  As  simple  a  luncheon  as  whole  wheat 
bread  and  butter  sandwiches  and  milk  would  provide  all  the 
requirements. 


86  DIETETICS  FOR  HIGH  SCHOOLS 

PROBLEMS 

45.  Plan  and   pack  a  luncheon  of  700  Calories.     The   luncheon 

should  consist  of  sandwiches,  fruit,  and  a  sweet  dessert. 

46.  Plan  and  pack  (for  a  girl   15  years  of  age)  a  luncheon   that 

will  contain  at  least  one  third  of  the  iron  and  protein  needed 
for  the  day,  and  that  can  be  packed  in  small  space. 

47.  Suggest   five  ''box"    luncheons    that   will    be   well-balanced, 

inexpensive,  and  at  the  same  time  attractive.  (If  you 
carry  your  luncheon  to  school  try  your  menus  for  the  coming 
week.) 

Note.  Wash  all  fruit  before  putting  it  in  the  lunch  box. 
When  packing  a  luncheon,  wrap  each  article  in  waxed  paper. 
Line  the  box  with  a  paper  napkin.  Pack  the  food  care- 
fully. Paper  drinking  cups  may  be  used  to  hold  salads 
and  soft  desserts.  Fold  a  napkin  neatly  over  the  top. 
Use  fresh  clean  paper  when  wrapping  the  box,  and  tie 
securely  with  clean,  strong  string. 

The  school  luncheon.  Although  the  basket  hincheon  may 
b(i  made  both  satisfying  and  inviting,  a  hot  dish  is  much  to 
be  preferred  to  a  "  cold  luncheon."  The  child  who  can 
purchase  hot  soup  or  a  cup  of  cocoa  at  oi'  near  school  is 
fortunate.  Either  of  these  may  ha  easily  supplemented  by 
sandwiches  and  fniit  from  home,  but  in  no  case  should  a 
child  be  encouraged  to  buy  cake  to  take  the  place  of  the 
sandwiches.  Neither  should  he  be  encouraged  to  have  both 
a  thin  soup  and  a  cup  of  cocoa  in  the  same  luncheon,  as  the 
volume  of  liquid  will  give  a  feeling  of  satisfaction  without 
supplying  all  the  requirements  of  groAvth  and  energ>'.  Not 
only  will  the  child  get  hungry  before  the  afternoon  is  over, 
but  the  chances  are  that  he  will  not  be  able  to  apply  himself 
to  his  lessons  properly. 

It  may  be  possible  to  purchase  a  whole  luncheon  at  school, 
in  which  case  the  same  principles  may  be  used  in  its  selection 
as  have  already  heen  given. 


FEEDING   THE   IRVING  FAMILY  87 

PROBLEM 
48.   To  select  a  luncheon  from  a  school  menu : 

Menu 
Bean  soup  (made  with  milk) 
Vegetable  soup  (made  with  water) 
Lamb  stew 
Fish  hash 
Cocoa 
Milk 

Ham  sandwiches 
Peanut  butter  sandmches 
Cake 

Baked  api)le 
Fresh  fruit 

Select  luncheons  for  the  following  people : 

(a)  For  a  girl  who  has  brought  plain  bread  and  butter 

sandwiches  from  home. 
(6)   For  a  girl  who  has  brought  fruit  from  home. 

(c)  For  a  girl  who  has  brought  such  a  light  luncheon 

that  it  does  not  satisfy  her. 

(d)  For  a  girl  who  has  brought  no  luncheon. 
(c)    For  a  boy  who  has  brought  no  luncheon. 

The  meal  at  home.  Most  fortunate  of  all  is  the  boy  or 
girl  who  can  go  home  for  his  midday  meal  where  he  may  sit 
quietly  and  cat  slowly.  Every  mother  should  know  that 
this  meal  ought  to  be  so  planned  that  it  may  ha  eaten  in  a 
minimum  of  time  without  haste.  A  simple  meal  with  plenty 
of  time  in  which  to  get  back  to  school  is  much  healthier  than 
a  more  elaborate  meal  eaten  hurriedly.  Wlio  has  not  ex- 
ixjricnced  that  feeling  of  drowsiness  in  the  one  o'clock  classes, 
and  who  can  do  good  work  when  half  asleep?  Ijct  the 
luncheon  then  be  simple,  but  ample,  and  a  one-dish  meal 
if  necessaiy. 

A  luncheon  should  Ix;  planned  with  care.  The  smaller 
the  amount  to  be  spent,  the  more  necessary  it  is  that  it  be 


88  DIETETICS   FOR   HIGH   SCHOOLS 

spent  to  good  advantage.  The  cost  is  not  an  indication  of 
food  value.  The  two  luncheons  given  below  show  the 
comparison  between  food  value  on  the  one  hand,  and  cost, 
labor,  and  ease  in  eating  on  the  other. 

PROBLEM 
49.   To  prepare  a  suitable  noonday  meal  to  be  eaten  at  home : 

Menus 
(a)  Creamed  potatoes     1  c.  combined  with  0.8  oz.  cheese 
Whole  wheat  bread  3  oz. 
Butter  I  oz. 

Baked  apple 
Cocoa  made  entirely  with  milk 

(6) 


Tomato  bisque 

ic. 

Broiled  fish 

3oz. 

Lettuce 

1  oz. 

Oil 

1  tbsp. 

Whole  wheat  bread  I5  oz. 

Butter 

5  oz. 

Shced  banana 

1 

Top  milk 

u. 

Prepare  these  luncheons,  calculate  the  protein,  phos- 
phorus, calcium,  iron,  energy,  and  cost  of  each.  Record, 
in  tabulated  form,  the  results  from  the  two  luncheons  in 
your  notebook.  Compare  the  two  luncheons  as  to  food 
value  and  cost. 

Is  the  food  value  suited  to  the  needs  of  a  school  girl  15 
years  of  age? 

REFERENCES 

Food  and  Health,  Chapter  III,  Lessons  9,  10,  and  11.     Kinne  and 
Cooley.    Maemillan  Company. 

School  Lunches,  Farmers'  Bulletin  No.  712,  U.  S.  Department  of 
Agriculture. 

The    Box    Luncheon,    Browning.     Cornell    Reading    Course    for 
Farmers'  Wives. 


CHAPTER  VII 
FOOD    FOR    THE    BABY 

At  the  end  of  two  months  of  well-planned  meals,  Alice 
and  Tom  Irving  were  so  much  improved  in  health,  and  were 
getting  on  so  much  better  at  school,  that  Mrs.  Irving  was 
thoroughly  convinced  of  the  importance  of  proper  food. 
The  more  she  thought  about  her  family  of  six  children,  the 
more  clearly  she  could  see  that  their  manner  of  living  was 
not  such  as  to  insure  the  greatest  amount  of  health  and 
strength.  She  realized  that  if  her  children  were  to  go  out 
into  the  world  to  accomplish  things  requiring  strength,  a 
steady  nerve,  and  endurance,  she  must  do  her  part  by  forti- 
fying them  with,  and  teaching  them  to  eat,  the  kind  of  food 
this  marvelous  machine,  the  human  body,  needs. 

Although  Mrs.  Irving  felt  she  had  little  time  in  which  to 
learn  and  to  put  into  practice  a  new  order  of  eating,  she  was 
a  sensible  and  a  far-seeing  woman  and  was  determined  to 
make  the  effort.  She  was  all  the  more  determined  when 
one  day  Alice  said :  "  Mother,  if  you  had  made  me  eat  the 
things  that  were  good  for  me  before,  perhaps  I  would  not 
have  lost  that  prize  for  scholarship."  Alice  made  this 
remark  laughingly,  for  what  she  really  meant  was,  "  If  I  had 
only  made  myself  do  it."  Mrs.  Irving  pondered :  Would 
she  be  confronted  by  a  more  serious  charge  when  the  children 
were  grown  men  and  women  ?  Would  she  really  be  respon- 
sible for  their  failures  if  they  were  not  successful  because  of 
lack  of  strength  and  vitality? 

"  An  ounce  of  prevention  is  worth  a  pound  of  cure," 


90  DIETETICS   FOR   HIGH   SCHOOLS 

she  said.  "  While  it  may  take  two  or  even  five  years  to 
teach  the  children  to  like  the  things  that  are  good  for  them, 
and  to  learn  to  eat  them  at  the  proper  time  and  in  the  proper 
way,  if  I  can  save  them  from  many  years  of  regret  later,  it 
will  be  time  well  spent." 

Baby  Betty  —  One  Year  Old 

Nature  provides  a  perfect  food.  Baby  Betty  had  been 
very  unfortunate  because  it  had  not  been  possible  for  her 
mother  to  give  her  the  food  nature  intended  her  to  have, 
her  mother's  milk.  Mother's  milk  has  just  the  right  amount 
of  protein,  phosphorus,  calcium,  and  iron  that  the  growing 
baby  must  have  to  provide  for  the  daily  increase  in  the  size 
of  its  bones  and  muscles,  and  enough  fat  and  carbohydrate 
to  furnish  energy  for  the  kicking,  crying,  and  playing  of  the 
child.  The  child  fortunate  enough  to  be  fed  this  perfect 
food  has  a  much  better  chance  of  living,  of  having  good 
teeth,  strong  bones  and  muscles,  and  of  being  able  to  resist 
disease. 

The  best  substitute  for  mother's  milk.  Although  Betty 
had  been  deprived  of  this  perfect  food,  she  had  been  fed  the 
best  substitute,  cow's  milk,  and  had  survived  her  first  sum- 
mer fairly  well.  She  had  been  sick  occasionally,  •  but  the 
doctor  had  been  called  immediately  and  nothing  serious 
had  happened. 

Cow's  milk  has  the  right  amount  of  growing  material 
for  the  calf  just  as  mother's  milk  has  for  the  baby,  but  the 
calf  grows  more  rapidly  than  the  baby  and  needs  a  different 
proportion  of  energy  and  growing  materials.  When  cow's 
milk  is  to  be  fed  to  babies,  its  composition  must  be  changed 
or  modified  to  make  it  more  like  mother's  milk.  This  is 
called  modified  milk.  It  is  difficult  to  modify  milk  to  get 
it  just  right  for  each  individual  child,  as  the  changes  made 


FOOD  FOR  THE  BABY  91 

must  vary  with  the  age,  weight,  and  strength  of  the  child, 
and  his  abiUty  to  digest  it.  The  larger  child  naturally 
requires  more  nourishment  than  the  smaller  one  of  the  same 
age.  A  very  active  child  requires  more  than  a  quiet  one,  and 
much  crying  increases  the  demand  for  energy  considerably. 
Some  children  cannot  digest  as  much  food  as  others.  Too 
much  food  may  weaken  the  digestive  system  for  life.  All 
these  things  must  be  considered,  and  a  physician's  advice 
is  very  important. 

The  formulae  in  Table  XXI  are  suggested  in  case  there  are 
no  specific  directions  given,  but  they  should  be  used  only  as  a 
guide.  The  amount  given  should  be  adapted  to  the  ability 
of  the  child  to  digest  it. 

The  energy  requirement  of  a  child  during  the  first  year  of 
its  life  may  be  stated  briefly  as  follows : ' 

During  the  1st  three  months,  50  Calories  per  pound  of  body 
weight. 

During  the  2d  three  months,  45  Calories  per  pound  of  body 
weight. 

During  the  3d  three  months,  40  Calories  per  pound  of  body 
weight. 

During  the  4th  three  months,  35  Calories  per  pound  of  body 
weight. 

PROBLEM 

50.   To  determine  the  food  requirement  of  a  baby  six  months  old, 
weighing  14  pounds: 

Calculate  energy  supplied  by  the  formula  on  page  92 
for  a  six  months'  old  baby.  Is  it  adequate?  How  much 
protein  does  it  provide?  What  percentage  of  the  Calories 
are  supplied  by  the  protein  ? 

Since  Mrs.  Irving  had  begun  to  think  about  the  relation 
of  the  composition  of  food  to  the  health  of  the  family,  she 

'See  Rose's  Feeding  the  Family. 


92 


DIETETICS   FOR  HIGH   SCHOOLS 


Table  XXI. — Suggestions  for  the  Food  of  a  Child  during  the 
First  Year.  (Based  on  Holt  and  Shaw's  Save  the  Babies. 
Pub.  by  Am.  Med.  Ass'n.) 


TncB 

Milk  in 
Ounces 

Water  in 

Ounces  <  (Boiled 

AND  Cooled) 

SUQAK ' 

No.  OP 
Feedings' 

1st  and  2d  days 

1  to  3  tbsp.  every 
3hrs. 

7 

8 

10 

Increase      i      oz. 

every  8  days 

3d  and  4th  days 
5th,  6th,   and  7th 

days 
8th  day 
8th  day  to  end  of  3d 

month 

3 

4 
5 

Increase    i    oz. 
every  4  days 

2  tsp. 

1  tbsp. 
li  tbsp. 
Increase  J 

tbsp.   every 

2  wks. 

7 

7 
7 
7-6 

End  of  3d  month 
First  of  4th  month 

to    end    of    6th 

month 

16 

Increase    J    oz. 

every  6  days 

16 

Reduce  by   i  oz. 
every     2     wks. 
(Cook  barley  in 
the  water  if  food 
is  not   well   di- 
gested)' 
12 

Reduce  by   J  oz. 
every  2  wks. 

3  tbsp. 
3  tbsp. 

6 
6-5 

End  of  6th  month 
First  of  7th  month 

to    end    of    9th 

month 

24 
Increase    J    oz. 
every  week  if 
child  is  digest- 
ing food  well 
and  seems 
hungry 

3  tbsp. 
S.tbsp. 

5 
5 

Beginning  with  the  7th  or  8th  month  (or  earlier  if  the  physician  approves),  give  from 
one  to  two  tablesp>oons  of  strained  orange  juice  or  prune  juice  halfway  between  two 
morning  feedings ;  orange  juice  earlier  when  pasteurized,  evaporated,  or  dried  milk  is 
used.' 


End  of  9th  month 


First  of  10th  month 
to  end  of  12th 
month 


30 


Increase    1    oz. 
per  month 


Cereal  gruel  (3 
tbsp.  of  cereal 
cooked  in  10  oz. 
water) 

Cereal  gruel  (as 
above) 


2  tbsp. 


Reduce  by    1 
tbsp.  per 
month 


5-4 


Add  one  or  two  pieces  of  toast,  stale  bread,  or  zwiebach  by  the  end  of  the  11th  month. 

Part  of  a  soft-cooked  egg  may  be  given  occasionally  with  the  noon  meal  by  the  end 
of  the  11th  month. 

Near  the  end  of  the  first  year  a  child  should  begin  to  take  undiluted  milk  with  strained 
cereal  twice  a  day. 


»  Milk  sugar  is  best,  but  malt  sugar  may  be  used. 

_ '  Barley  water :  cook  i  tbsp.  barley  flour  in  the  water  with  which  the  milk  is  to  be 
diluted,  for  twenty  minutes.  Cool  before  adding  to  the  milk.  Or,  one  or  two  ounces 
of  limewater  may  be  added  to  the  milk  if  it  is  hard  to  digest. 

•  Time  between  feedings :  3  hrs.  up  to  the  6th  month,  4  hrs.  after  6th  month.  Up 
to  4th  month,  1  night  feeding  between  10  p.m.  and  6  a.m.  After  4th  month,  no  night 
feeding  after  10  p.m. 

*  Give  an  ounce  of  cool,  boiled  water  two  or  three  times  a  day  between  feedings. 

'  Recently  Hess  has  reported  the  juice  of  canned  tomato  as  a  good  substitute  for 
orange  juice. 


FOOD   FOR  THE   BABY  93 

was  somewhat  concerned  Because  the  amount  of  iron  in  a 
baby's  usual  diet  seemed  low.  Upon  investigation  she  found 
that  while  the  amount  of  iron  in  milk  is  small,  nature  has 
provided  for  this  seeming  deficiency  in  two  ways :  first,  by 
making  the  iron  in  milk  a  very  valuable  form  of  iron,  and 
second,  by  bringing  the  baby  into  the  world  with  enough 
iron  stored  up  in  its  tissues  to  make  foods  rich  in  iron  un- 
necessary before  the  ninth  or  tenth  month.  At  this  time, 
however,  some  food  rich  in  iron  should  be  added  to  the  diet 
of  the  child,  something  that  a  stomach,  accustomed  to  mild 
foods  like  milk,  can  digest  easily,  such  as  fruit  juice,  eggs, 
or  some  well-cooked  and  strained  cereal,  or  vegetable. 

Regularity  of  meals  is  essential.  Betty  was  a  very  clever 
little  girl.  One  of  the  first  things  she  had  learned  was  that 
she  could  get  something  to  eat  whenever  she  cried  long  and 
loud  enough.  As  a  result  she  was  getting  into  the  habit  of 
eating  frequently  and  training  her  stomach  to  take  small 
amounts  at  frequent  intervals. 

Every  book  to  which  Mrs.  Irving  referred,  and  every  mother 
who  had  happy,  contented  babies  of  her  own,  said  that  regu- 
larity of  both  eating  and  sleeping  was  the  first  essential  to 
the  health  and  disposition  of  the  child.  Some  doctors  say 
that  in  many  instances  the  dissatisfaction  and  irritability 
of  later  boyhood  and  girlhood  may  be  traced  to  the  food 
habits  estabhshed  during  the  first  two  or  three  years  of 
life. 

The  hours  at  which  the  food  is  given  are  not  important 
so  long  as  they  are  the  same  hours  each  day  by  the  clock, 
with  the  same  length  of  time  between  each  two  feedings 
during  the  day.  The  number  of  feedings  and  the  amount 
of  food  given  will  vary  with  the  strength  of  the  baby  and  are 
best  determined  by  a  physician  who  knows  the  condition 
of  that  particular  child.  One  of  the  following  schedules 
may  be  useful  in  deciding  upon  feeding  times : 


94  DIETETICS    FOR    HIGH    SCHOOLS 

1  6  00  A.M.  —  10.00  A.M.  —  2.00  P.M.  —  6.00  p.m. 

2  6  30  A.M.  —  10.30  A.M.  —  2.30  p.m.  —  6.00  p.m. 
3.  6.30  a.m.  —  10.00  A.M.  —  1.30  p.m.  —  5.00  p.m. 
4  7  00  A.M.  —  10.30  A.M.  —  2.00  p.m.  —  5.3C  p.m. 
5.  7.30  A.M.  —  11.00  A.M.  —  2.30  p.m.  —  6.00  p.m. 

Betty's  schedule.    The  following  schedule  was   the  one 
adopted  for  Betty : 

Breakfast :  7.00  a.m. 

Cereal  — 2-3  heaping   tbsp.    thoroughly   cooked   and   strained 

rolled  oats,  oatmeal,  wheatena,  or  barley. 
Bread  —  small  piece  of  toast,  day-old  bread,  or  zwieback. 
Milk  —  1  cup  of  warm  milk. 

At  9  A.M. 

Fruit  pulp  —  1-3  tbsp.  baked  apple,  prune  pulp,  or  orange  juice. 

Luncheon :  10.30  a.m. 
Milk  —  1  cup. 
Bread  (as  above). 

Dinner :  2.00  p.m. 

Milk  —  1  cup,  and  cereal,  1-2  tbsp.  1 

Or  cereal  soup  made  with  milk  !,  Piece  of  day-old 

Or  broth  (\  cup),  with  cooked  rice  or  barley  j      bread  or  toast 

Or  egg  with  milk  (1  cup)  J 

Supper:  5.30 
Milk  —  1  cup. 
Cereal  (as  in  the  morning). 

Mrs.  Irving  pinned  this  schedule  on  the  wall  beside  the 
clock.  She  felt  sure  Betty  would  cry  for  fifteen  or  twenty 
minutes  at  first,  but  she  had  been  told  that  she  must  not 
depart  from  the  schedule  if  she  wanted  the  experiment  to 
be  successful.  Betty  did  cry  for  fifteen  minutes  the  first 
time  her  desire  for  something  to  eat  was  not  gratified  and 
then  she  fell  asleep  exhausted.  When  gently  aroused  at 
the  schedule  hour  she  took  her  food  with  more  eagerness 
than  she  had  shown  for  some  time.  She  not  only  cried  fre- 
quently during  the  first  day  without  results,  but  she  felt 


FOOD  FOR  THE  BABY  95 

very  much  abused  all  the  rest  of  that  week.  Occasionally 
some  member  of  the  family  who  also  felt  she  was  being 
abused  would  feed  her,  but  this  only  gave  her  courage  to 
cry  more  vigorously  next  time. 

Mrs.  Irving  had  to  enlist  the  cooperation  of  the  whole 
family  before  she  finally  had  Betty  trained  to  know  that 
food  would  be  given  to  her  only  at  stated  hours.  If  any 
one  through  mistaken  kindness  smuggled  a  cracker  or  a 
piece  of  cake,  or  candy,  to  her  there  was  always  sure  to 
follow  a  "  tempest,"  until  finally  every  one  learned  that  ab- 
solute regularity  was  the  only  safe  rule. 

By  the  end  of  a  month  Betty  was  reconciled  to  her  new 
mode  of  living  and  accepted  water  as  a  substitute  for  food 
between  meals  as  a  matter  of  course.  With  regular  hours 
for  feeding  came  regular  hours  of  quiet  sleep,  almost  as  essen- 
tial as  the  food  itself.  Betty  became  quite  a  model,  con- 
tented baby,  fretting  less,  sleeping  better,  and  more  of  a 
joy  than  ever. 

Add  new  foods  gradually.  Tom  was  usually  the  guilty 
one  in  tempting  Betty,  but  when  he  finally  realized  that  he 
must  not  give  her  a  bite  of  whatever  he  might  be  eating,  he 
said  :  "  That's  reasonable.  It  is  just  like  the  boys  who  are 
training  in  athletics.  We  do  easy  things  at  first  and  are 
able  to  do  harder  and  harder  work  gradually.  A  boy  may 
injure  himself  for  life  by  trying  to  do  things  too  hard  for  him 
at  first,  but  which  would  be  easy  for  him  after  several  years 
of  practice." 

Tom  was  right.  A  baby;  must  be  given  new  foods  cau- 
tiously so  as  to  train  his  digestive  tract  to  take  them  with- 
out injury.  If  a  child  does  not  like  a  new  food  the  first  time 
it  is  offered  to  him,  it  may  be  the  strangeness  of  it  that  he 
refuses ;  he  may  learn  to  like  it  upon  further  acquaintance. 
One  way  in  which  to  teach  a  child  to  like  a  new  food  is  to 
let  him  taste  it  daily,  or  every  other  day,  until  it  becomes 


96  DIETETICS  FOR  HlCH   SCHOOLS 

familiar  to  him,  gradually  increasing  the  amount  until  he 
will  take  a  teaspoonful,  then  a  tablespoonful.  This  may- 
take  a  week,  or  it  may  take  a  month  or  even  longer.  It  will 
be  very  hard  to  teach  a  child  to  like  a  new  food  if,  when  he 
refuses  to  take  it,  something  more  appetizing  is  given  in 
place  of  it. 

Select  clean  milk.  Too  much  care  cannot  be  used  in 
selecting  the  best  milk  for  a  baby.  By  referring  to  Charts 
X  and  XI  in  Chapter  VI,  we  see  that  a  child  gains  more 
pounds  during  the  first  twelve  months  of  its  life  while  milk 
is  its  main  source  of  nourishment  than  during  any  other 
period  of  the  same  length  of  time.  If  anything  is  wrong 
with  the  milk  during  this  period,  it  will  influence  the  health 
of  the  child  much  more  quickly  than  later,  when  other  foods 
are  forming  part  of  the  diet. 

Keep  the  milk  clean.  Milk  is  a  very  fertile  garden  for 
germs.  They  grow  rapidly  in  it  unless  the  milk  is  kept 
cold.  If  the  baby  drinks  milk  in  which  germs  have  been 
growing  there  is  grave  danger  of  illness.  Every  precaution, 
then,  should  be  taken 

1.  To  get  clean  milk 

2.  To  keep  it  clean  by  putting  it  only  into  clean  utensils 

3.  To  keep  it  cold 

4.  To  keep  it  covered  to  prevent  germs  in  the  air  from 

falling  into  it 

5.  To  wash  off  the  top  of  the  bottle  before  opening  so  that 

any  germs  on  the  moutli  of  the  bottle  will  not  be  in 
the  first  cupful  poured  out 

6.  To  pour  no  milk  back  into  the  bottle  after  it  has  once 

been  poured  out,  as  it  may  collect  germs  on  the  way. 
(If  no  more  than  is  needed  is  poured  out  there  will 
be  no  temptation  to  return  any  to  the  bottle.) 


FOOD  FOR  THP:  BABY  97 

PkOBLEMS 

51.  To  pasteurize  milk: 

Prepare  the  food  for  a  baby  according  to  one  of  the  for- 
mulae in  Table  XXI  and  put  it  in  the  feeding  bottles. 
Milk  is  pasteurized  to  destroy  any  germs  that  may  be  in 
the  milk.  To  do  this,  stand  the  bottles  in  a  saucepan 
deep  enough  to  cover  the  bottles  up  to  their  necks,  cover 
with  cold  water  up  to  this  point,  and  bring  the  water  slowly 
to  boiling.  Now  remove  the  saucepan  from  the  fire  and  let 
the  bottles  of  milk  stand  in  the  hot  water  for  twenty  minutes. 
Then  remove  the  bottles  and  put  them  in  cold  water  so  as  to 
cool  the  milk  rapidly.  Put  the  bottles  on  ice  and  keep  them 
there  until  used. 

52.  To  keep  milk  cold  without  a  refrigerator : 

(a)  Materials  needed : 

A  wooden  box  about  18  inches  square. 
A  tin  pail  deep  enough  to  hold  a  milk  bottle. 
Sawdust,  excelsior,  or  pieces  of  paper  (crumpled) 
for  packing. 

Cover  the  bottom  of  the  box  with  a  layer  of  packing  to  a 
depth  of  four  inches,  set  the  pail  in  the  middle  of  the  box, 
and  fill  the  space  between  the  pail  and  the  sides  of  the  box 
with  sawdust,  excelsior,  or  crumpled  paper  (if  paper  or 
excelsior  is  used  it  must  be  packed  in  very  solid).  Set  the 
milk  bottle  in  the  pail  and  surround  with  ice,  broken  in 
small  pieces.  Cover  vdth  many  thicknesses  of  newspaper 
and  set  in  a  shady  place. 

(6)  Set  the  milk  bottles  in  cold  water  and  change  the 
water  frequently.  The  water  must  come  to  the  neck  of  the 
bottle. 

(c)  Wrap  a  wet  cloth  around  the  milk  bottle  with  one 
end  of  the  cloth  dipped  in  a  pan  of  cold  water  and  set  in  a 
shady  place  where  the  wind  blows  over  it. 

Try  each  of  these  methods  and  determine  the  temperature 
of  the  milk  at  the  end  of  three  hours  in  each  case. 

The  care  of  the  feeding  bottles  is  very  important.  The 
best  milk  may  be  spoiled  and  the  healthiest  baby  made  ill 
by  improper  care  of  the  feeding  bottles  and  nipples.    The 


98  DIETETICS   FOR   HIGH   SCHOOLS 

following  suggestions  should  insure  the  baby  against  danger 
from  this  source : 

Feeding  bottles : 
Rinse  the  bottle  in  cold  water  as  soon  as  the  baby  has 

finished  his  meal  (do  not  let  the  milk  sour  in  it). 
Wash  with  hot  water  and  soapsuds,  then  scald  in  boiling 

water. 
Boil  for  10  or  15  minutes  once  a  day. 
Stopper  with  clean  cotton  and  keep  stoppered  until 

used. 

Nipples : 
Wash  inside  and  out,  first  with  cold  water  and  then  with 

hot  water. 
Keep  in  a  cup  of  borax  water  when  not  in  use. 
Dip  in  boiling  water  just  before  using. 
After  the  nipple  has  been  dipped  in  boiling  water,  let 

nothing  touch  that  part  which  the  baby  puts  in  his 

mouth. 
To  test  the  flow  or  the  temperature  of  milk,  shake  some 

of  it  out  on  the  back  of  the  hand,  but  do  not  under 

any  circumstances  put  the  nipple  to  the  lips. 

PROBLEM 

53.   To  modify  and  pasteurize  the  milk  for  the  baby  six  months 
old: 

Modify  it  according  to  the  directions  given  on  page  92 
and  divide  it  into  the  number  of  feedings  for  the  day, 
putting  each  portion  into  a  separate  bottle.  Pasteurize 
according  to  directions  in  Problem  51. 

Estimate  the  cost  of  the  food  for  a  child  of  this  age  for  a 
day  and  for  a  week. 

Weaning  a  baby.     Betty  had  a  cousin  just  her  age  who 
had  been  more  fortunate  than  Betty  because  she  had  had 


FOOD  FOR  THE  BABY  99 

her  mother's  milk.  She  had  grown  faster  and  stronger  than 
Betty  and  had  not  been  held  back  by  illness.  Since  her 
mother  did  not  want  to  change  her  food  during  the  hot 
summer  weather,  she  began  to  wean  her  when  she  was  only 
nine  months  old.  Ordinarily  she  would  not  have  weaned 
her  before  she  was  eleven  or  twelve  months  old. 

As  her  mother  knew  she  must  become  accustomed  to  cow's 
milk  gradually,  she  began  with  one  bottle  of  modified  milk 
a  day  in  place  of  one  of  the  nursings.  She  also  began  with 
the  formulae  for  a  child  two  months  younger  at  first,  but 
the  strength  was  increased  so  much  more  rapidly  than  it  is 
for  a  bottle-fed  baby  that  by  the  end  of  the  twelfth  month 
she  was  eating  the  same  kind  of  food  as  Betty. 

PROBLEMS 

54.  Prepare  a  day's  meals  for  Betty  and  her  cousin,  following 

the  schedule  given  on  page  94. 

55.  Calculate  the  food  value  of  the  meals  prepared  in  terras  of 

energy  and  protein.  How  much  energy  is  needed  by  a 
child  one  year  old,  weighing  20  pounds?  Is  the  food  value 
of  Betty's  diet  sufficient  for  a  child  her  age  ? 

56.  Estimate  the  cost  of  feeding  a  child  one  year  old,  for  one 

day  and  for  one  week. 

REFERENCES 

Feeding    the    Family,    Chapter    V.     Rose,    Mary    S.     Maomillan 

Company. 
Infant  Care:   Care  of  Children,  Series  No.  2.     West,  Mrs.   Max. 

U.  S.  Department  of  Labor. 
The    Well-babij    Primer.      Hedges,    Carolyn,    M.    D.      Elizabeth 

McCormick  Memorial  Fund,  Chicago. 


CHAPTER  VIII 

FOOD  FOR  CHILDREN  FROM  ONE  TO  FIVE  YEARS 

OF   AGE 

Jack's  Diet 

Appearance  is  not  always  an  indication  of  health.  Jack 
appeared  to  be  the  picture  of  health.  He  weighed  34 
pounds,  which  is  average  for  his  age  of  three  years,  and  had 
every  appearance  of  being  well  fed,  but  Dick  had  been  like 
him  at  that  age  and  not  until  recently  had  it  been  apparent 
that  he  was  not  a  strong  and  healthy  boy. 

It  is  not  always  possible  to  judge  the  strength  and  endur- 
ance of  people  by  looking  at  them.  Two  new  automobiles 
may  look  equally  strong  and  well-built,  one  of  which  will 
retain  its  substantial  appearance  in  spite  of  hill  climbing 
and  heavy  loads  because  of  the  good  quality  of  the  material 
in  it,  while  the  other,  made  of  poor  material,  will  soon  show 
the  eJBfect  of  strenuous  work  and  in  a  short  time  will  have 
to  be  laid  up  for  repairs. 

And  so  it  may  l^e  with  two  boys  or  with  two  girls,  both  of 
whom  may  be  very  active  and  may  look  well,  but  who  may 
have  had  different  kinds  of  growing  material.  There  may 
be  weak  spots  in  the  nerves,  or  the  bones,  or  the  muscles, 
or  other  tissues,  which  do  not  show  as  defects  until  they 
are  tested  by  vigorous  exercise  whether  it  be  w^ork  or  play. 

Mendel,  a  prominent  scientist  of  Yale  University,  had 
some  rats  that  were  being  fed  a  diet  adequate  in  all  respects 
except  that  the  calcium  was  low.  The  rats  thrived  at  first 
but  suddenly  became  sick.     After  this  same  thing  had  hap- 

100 


POOD  FOR  CHILDREN  101 

pened  with  many  rats,  he  concluded  that  perhaps  many 
hitherto  unexplained  illnesses  of  boys  and  girls  and  men  and 
women  may  be  due  to  an  insufficient  amount  of  some  one 
food  factor,  especially  the  calcium  contained  in  milk. 

Milk,  the  Food  that  has  no  Substitute 

Jack  frequently  refused  to  drink  milk.  He  sometimes 
had  one  and  occasionally  two  cups  of  milk  a  day,  but  more 
often  he  had  none  at  all.  Milk  is  the  best  food  and  should 
be  the  chief  growing  material  in  the  diet  of  a  child  even  after 
he  begins  to  take  other  food.  All  boys  and  girls  need  a 
quart  of  milk  daily  through  the  second  year  and  every  child 
ought  to  have  a  quart  a  day  until  he  is  five  or  six.  If  this 
amount  is  impossible,  then  two  cups  a  day  is  the  very  least 
any  child  under  five  should  have. 

Jack's  mother  decided  that  he  must  have  a  quart  of  milk 
daily.  The  first  day  this  rule  went  into  effect  Jack  happened 
not  to  want  the  milk,  but  without  arguing  the  question  and 
getting  Jack  into  a  bad  humor,  his  mother  read  to  him  the 
story  of  the  Three  Bears.  Then  they  played  a  game  in 
which  Jack  was  the  Tiny  Bear  and  his  warm  milk  was  the 
Bear's  soup.  After  this  game  his  mother  had  little  difficulty 
in  getting  him  to  drink  milk  provided  it  was  warm,  put  in  a 
bowl,  and  called  Bear's  soup. 

Stories,  games,  and  imagination  will  oftentimes  accom- 
plish what  talking  cannot  do.  It  is  better,  however,  to  try 
the  game  before  the  feelings  have  been  aroused  to  the  point 
of  obstinacy,  as  it  is  important  that  the  child  get  his  food 
in  a  happy  frame  of  mind  so  as  to  avoid  interference  with 
digestion.  Stormy  scenes  caused  by  "  forced  feeding " 
are  often  more  harmful  than  beneficial. 

Oftentimes  Jack's  mother  disguised  a  part  of  the  milk 
in  some  cooked  food,  a  change  that  helped  considerably  in 


102  DIETETICS   FOR   HIGH   SCHOOLS 

getting  the  food  value  of  a  whole  quart  of  milk  a  day  into 
Jack's  diet.  It  is  advisable  however  for  a  child  to  drink  at 
least  two  cups  of  uncooked  milk  daily,  as  there  is  danger 
that  a  part  of  the  vitamines  may  be  destroyed  if  the  milk 
is  heated  at  the  boiling  point  for  too  long  a  time.  The  two 
cups  of  uncooked  milk  will  be  a  protection  for  this  very 
important  constituent.  If  after  every  known  way  has  been 
tried  it  is  found  that  a  child  really  cannot  drink  milk,  the 
whole  quart  may  be  given  in  some  cooked  form  such  as 
milk  soups,  milk  toast,  custards,  junket,  cocoa,  or  milk 
cooked  in  the  cereal.  The  cereal  may  then  be  eaten  with  milk 
or  with  butter,  or,  by  the  older  children,  with  molasses.  Where 
no  uncooked  milk  is  taken,  fresh  fruit,  vegetables,  and  butter 
should  be  given  liberally  to  guard  against  the  possibility  of 
a  deficiency  of  vitamines. 

Too  many  people  fail  to  recognize  the  part  milk  is  going 
to  play  in  the  lives  of  the  children  in  future  years,  and  in 
consequence  feel  that  milk  is  an  extravagance  and  that 
tea  and  coffee  are  cheap  substitutes.  This  is  a  mistake,  as 
no  other  food  can  supply  the  protein  in  so  suitable  a  form  and 
no  other  food  can  so  well  supply  the  amount  of  calcium  and 
the  vitamines  needed  by  the  body.  Children  will  have  a 
very  poor  chance  of  growing  normally  if  they  have  no  milk. 

Tea  and  Coffee 

Tea  and  coffee  are  not  substitutes  for  milk.  Milk  is  a 
real  food,  while  tea  or  coffee  is  only  a  delusion  in  the  form 
of  a  stimulant.  They  have  dulled  the  appetite  of  Dick, 
Jack's  older  brother,  so  that  he  is  not  getting  enough  food 
and  his  growth  has  been  retarded,  —  perhaps  because  of 
insufficient  food,  perhaps  because  of  over  stimulation. 
Tea  and  coffee  have  no  food  value  whatever. 

Chart  XII  shows  the  relative  value  of  a  cup  of  milk,  a 


FOOD   FOR   CHILDREN 


103 


cup  of  cocoa,  and  a  cup  of  coffee  or  tea.  All  the  food  value 
in  the  cup  of  coffee  or  tea  is  supplied  by  the  milk  or  sugar 
added.  It  would,  therefore,  be  far  better  to  take  the  milk 
without  the  stimulant  and  thus  avoid  its  injurious  effects. 


■ 

26             60            76            100            126            160           175             200          225 

Cap  of  Hilk 
Cur  of  Cocoa 

^B< 

All  Milk    

1                1                1                1                1 

Half  Milk 

All  WaUr 

^^^■^^^^ 

|65 

Cod  of  Gof fea 

or  Tea 

V  cop  Hilk 

72 

2  tap.  Susar 

No  Milk 

2  top.  Sivar  — 



■^ 

Clear  Coffee 

0 

Dietetic  Bureau,  Boston,  Most. 

Chart  Xn.  —  Relative  fuel  value  of  milk,  cocoa,  and  tea  or  coffee. 

Tea  and  coffee  ought  never  to  be  given  to  children,  even  in 
milk.  It  is  much  better  to  drink  half  a  cup  of  milk  alone 
than  half  a  cup  of  milk  and  half  a  cup  of  tea  or  coffee  com- 
bined. 

PROBLEM 

57.   Plan  and  compare   two   breakfasts,    each  consisting  of  500 
Calories. 

a  —  bread,  jam,  and  coffee 
b  —  oatmeal  and  milk 
Calculate  the  protein,  mineral  content,  and  cost  of  each 
breakfast. 


Cereals,  Breads,  and  Other  Grain  Products 

As  a  child  grows  older,  his  weight  will  increase,  he  will 
get  more  and  more  vigorous,  and  he  will  need  more  energy 


104  DIETETICS   FOR   HIGH   SCHOOLS 

and  other  growing  materials  than  the  quart  of  milk  will 
furnish.  The  extra  energy  may  best  be  supplied  at  each  meal 
by  bread  or  cereal  as  a  supplement  to  the  milk.  The  bread 
or  cereal  will  also  increase  the  growing  material.  Every 
100  Calories  of  most  grain  products  will  increase  the  protein 
by  three  or  four  grams.  The  mineral  elements,  especially 
the  iron,  will  vary  with  the  type  of  bread  or  cereal  eaten. 
Hence  it  is  wise  to  include  those  most  valuable  for  their 
ash,  particularly  the  iron.  Since  those  grain  products 
most  valuable  for  mineral  elements  are  also  rich  in  vitamines, 
the  vitamine  content  of  the  diet  will  be  increased  by  the 
larger  use  of  these  same  foods. 

PROBLEM 

58.  To  become  familiar  with  the  grain  products  furnishing  mineral 
elements  in  largest  amounts  :    (Consult  tables  in  Chapter  V.) 

List  under  "Calcium"  the  grain  products  giving  more 
than  0.01  gram  of  calcium  per  100  Calories. 

List  under  "Phosphorus"  the  grain  products  giving  more 
than  0.05  gram  of  phosphorus  per  100  Calories. 

List  under  "Iron"  the  grain  products  giving  more  than 
0.0005  gram  of  iron  per  100  Calories.  Combine  these  lists 
so  that  you  have  a  list  of  at  least  five  grain  products  rich 
in  all  three  mineral  elements. 

Jack  was  very  fond  of  the  crisp,  crunchy  cereals.  The 
bulk  eaten  of  most  of  these  prepared  cereals  is  apt  not  to 
be  sufficient  to  give  the  necessary  food  value,  neither  are 
they  to  be  recommended  as  sources  of  iron,  so  that  it  is  well 
to  reserve  them  for  variety,  or  for  supper  in  the  summer 
time. 

Warm  cooked  cereals  are  to  be  preferred  for  a  regular 
diet,  as  no  extra  heat  is  needed  in  warming  the  food  taken 
into  the  stomach.  Oatmeal  and  rolled  oats  contain  more 
food  value  per  pound  than  any  other  cereal  preparation. 
They  furnish  more  nourishment  in  a  small  bulk,  which  is 


FOOD   FOR  CHILDREN  106 

quite  important  where  a  child  is  so  active  that  he  does  not 
hke  to  take  much  time  to  eat.  Oatmeal  and  other  coarse 
cereals  contain  coarse  particles  of  husk  liable  to  irritate  the 
intestinal  tract  of  the  very  young  child.  Therefore  such 
cereals  should  be  strained  before  feeding  to  children  under 
15  to  16  months  of  age. 

PROBLEM 

59.  With  the  aid  of  the  data  in  your  notebook  from  Problem  6, 
p.  18,  make  a  chart  similar  to  Chart  XII  in  this  chapter, 
showing  the  amount  of  energy  obtained  for  the  money 
spent  for  rolled  oats,  cornmeal,  cornflakes,  rice,  farina, 
shredded  wheat,  and  macaroni. 

Jack  learns  to  like  oatmeal.  When  Jack's  mother  realized 
that  oatmeal  was  much  better  for  him  than  those  cereals 
to  which  he  was  accustomed,  she  also  remembered  that 
oatmeal  was  his  pet  aversion.  Nevertheless  a  dish  of  it 
was  placed  before  him.  In  surprise  he  pushed  it  away  and 
confidently  asked  for  something  else.  As  his  mother  had 
learned  that  it  is  wise  not  to  deceive  children  she  had  been 
careful  to  wait  before  offering  the  oatmeal  until  she  had  no 
prepared  cereal  in  the  house  so  that  she  could  truthfully  say 
she  had  none  for  him.  Jack  took  this  excuse  as  final  the 
first  morning,  but  preferred  not  to  eat  the  oatmeal.  His 
mother  did  not  urge  it,  but  gave  him  some  whole  wheat 
bread  toast  that  was  on  the  table.  The  next  morning  he 
was  not  so  happy  about  the  change,  but  since  he  refused  to 
eat  the  toast  and  milk  and  no  substitute  was  offered  he  had 
to  go  without  breakfast.  An  hour  later  he  was  asking  for 
a  cookie  and  was  somewhat  surprised  to  see  the  oatmeal  and 
milk  appear  instead.  As  he  did  not  want  it  his  mother 
did  not  urge  it,  but  she  did  not  give  him  anything  in  place 
of  it.  Jack  was  most  unhappy  for  the  rest  of  the  morning, 
but  at  noon  he  had  his  regular  dinner  and  forgot  his  sorrow. 


106  DIETETICS   FOR   HIGH   SCHOOLS 

The  next  morning,  without  reference  to  what  had  previously 
happened,  a  httle  oatmeal  was  added  to  the  milk  to  make 
"  Tiny  Bear  grow  big  and  strong  like  Tom."  With  a  Uttle 
firmness  on  the  part  of  the  mother  it  was  eaten,  and  from 
then  on  the  difficulty  dimmished  and  the  amount  eaten 
increased  until  Jack  was  taking  his  full  amount  of  three 
tablespoons  in  the  morning  and  the  same  quantity  in  the 
eveni'ng. 

No  sugar  was  added  as  a  bribe,  however.  If  children 
are  taught  from  the  first  to  eat  cereal  without  sugar  they  will 
not  miss  it,  and  there  will  not  be  a  constant  struggle  to  keep 
the  amount  within  reason.  What  is  most  important,  they 
will  not  tire  of  the  unsweetened  cereal  so  soon. 

Cereal  should  be  well  cooked.  Mrs.  Irving  found  the 
children  liked  the  cereal  better  if  it  was  cooked  for  a  long 
time,  and  would  eat  more  of  it  if  it  was  not  too  stiff.  The 
long  cooking  improves  the  flavor.  This  is  best  accomplished 
over  boiling  water,  either  by  the  use  of  a  double  boiler,  or 
by  placing  one  saucepan  in  another,  the  outer  one  containing 
water  kept  at  the  boiling  point.  In  order  to  make  the 
cooking  of  cereal  less  expensive,  where  the  cost  of  fuel  must 
be  considered,  it  may  be  cooked  when  the  fire  is  being 
used  for  other  things.  It  may  then  be  reheated  in  the  morn- 
ing by  setting  the  cereal  kettle  in  a  pan  of  hot  water  on  the 
stove.  Or  where  a  fire  is  kept  during  the  night  it  may  be 
cooked  all  night  in  a  double  boiler  on  the  back  of  the  range. 
In  summer  enough  cereal  may  be  cooked  one  day  for  two 
mornings,  but  care  must  be  taken  to  keep  the  unused  portion 
cold  to  prevent  souring. 

One  of  the  best  ways  for  cooking  cereal  is  by  the  use  of 
the  fireless  cooker.  Mrs.  Irving  had  one  she  had  been  in 
the  habit  of  using  during  the  summer,  but  when  she  found 
the  children  liked  the  cereal  so  much  better  when  it  had  been 
cooked  for  a  long  time  she  began  to  use  it  in  the  winter  as 


POOD   FOR  CHILDREN  107 

well.  It  was  so  easy  to  cook  the  cereal  for  fifteen  minutes 
in  the  evening,  put  it  in  the  cooker,  and  have  no  more  thought 
about  it  until  the  next  morning,  when  it  was  ready  to  serve. 
A  fireless  cooker  may  be  made  very  easily  and  satisfactorily 
at  home  and  for  very  little  expense,, but  as  a  home-made 
one  will  frequently  not  hold  the  heat  for  more  than  three 
liours,  it  is  l^etter  to  cook  the  cereal  for  this  length  of  time 
in  the  evening  in  the  cooker,  then  remove  it  before  going  to 
bed  and  reheat  it  in  the  morning. 

PROBLEM 
60.   To  make  a  fireless  cooker: 

Send  to  the  United  States  Department  of  Agriculture. 
Washington,  D.  C,  for  Farmers'  Bulletin  No.  771,  "Home- 
made Fireless  Cookers  and  their  Use,"  and  Farmers*  Bulletin 
No.  927,  "Farm  Home  Conveniences."  Make  a  fireless 
cooker  according  to  the  directions  given  in  either  of  these 
bulletins. 

What  and  how  much  cereal  may  be  given?  After  the 
first  year  u  child  may  eat  almost  any  cereal,  the  chief  con- 
sideration being  thorough  cooking.  Beginning  with  from 
one  to  two  lablespoonfuls  during  the  first  part  of  the  second 
year,  the  amount  should  be  gradually  increased  to  about 
one  half  cup  during  the  third  and  fourth  years,  the  exac"; 
quantity  depending  on  the  size  and  activity  of  the  child. 
If  it  seems  difficult  for  a  child  to  eat  the  required  amount 
of  cereal  as  mush  for  breakfast  or  supper,  part  of  it  may  be 
put  into  soups  or  made  into  simple  cereal  puddings  with 
any  of  the  fruits  mentioned  on  page  108.  Raisins  should 
be  used  cautiously  if  at  all  at  this  age,  and  if  used  they  should 
not  only  he  very  thoroughly  cooked  but  also  well  chewed. 

Bread  furnishes  exercise  to  help  develop  the  teeth.  By 
the  beginning  of  the  second  year  there  must  be  something 
hard  to  chew  to  help  develop  the  teeth,  for  the  teeth,  like  the 


108  DIETETICS   FOR   HIGH   SCHOOLS 

muscles,  will  not  get  hard  and  strong  unless  they  are  exer- 
cised. It  is  not  wise  to  have  the  entire  energy  requirement 
of  the  child  satisfied  by  milk  and  cereal,  as  neither  of  these 
needs  much  chewing.  These  foods  should  be  supplemented 
with  a  slice  of  day-old  bread  (day-old  for  the  sake  of  better 
mastication  and  better  digestion)  at  two  or  three  meals  a 
day,  the  size  of  the  slice  and  the  frequency  of  giving,  varying 
and  increasing  with  the  needs  of  the  child.  Any  plain 
wholesome  bread  may  be  given,  but  if  there  is  any  danger 
of  iron  or  vitamine  deficiency,  whole  wheat  bread  will  help 
to  overcome  it. 

More  exercise  may  be  obtained  by  giving  the  bread  in 
the  form  of  crisp  toast  or  zwieback  at  least  once  a  day. 
(Homemade  zwieback  is  to  be  preferred  to  that  bought  at 
the  store  because  it  may  be  made  less  sweet.  To  make  it, 
toast  in  a  moderate  oven  slices  of  ordinary  bread  until  a 
golden  brown  throughout.) 

Fruit  is  Very  Important 

Value  of  fruit.  Fruit  is  valuable  for  ash  and  vitamines, 
and  it  helps  in  preventing  or  overcoming  constipation.  Fresh 
fruit  should  form  a  regular  part  of  the  diet  if  possible. 

Amount  and  kind  of  fruit.  Midway  between  breakfast 
and  luncheon  during  the  first  half  of  the  second  year,  a  child 
should  have  from  one  to  three  tablespoons  of  baked  or  stewed 
apples,  prune  pulp,  orange  juice,  or  other  fruit  as  recom- 
mended by  a  physician.  After  this  time  three  tablespoons 
may  be  given  with  the  breakfast  and  the  fruit  between  break- 
fast and  luncheon  omitted.  This  amount  may  be  gradually 
increased  as  the  child  grows  older,  and  by  the  end  of  the 
second  year  stewed  dat«s,  dried  apples,  apricots,  and  peaches 
or  baked  bananas  will  help  to  give  variety. 

There  should  be  no  uncooked  fruit,  and  the  cooked  fruit 


FOOD   FOR   CHILDREN  109 

should  not  be  very  sweet.  All  fruit  given  should  be  in  good 
condition.  Fruit  decomposed  or  spoiled  in  any  way  is 
dangerous.  Some  fruit  should  be  given  once  every  day, 
and  may  be  given  twice  a  day  by  the  end  of  the  second  year 
provided  the  energy  value  of  the  diet  is  not  sacrificed  thereby. 
Most  fruits  are  low  in  energy  and  protein  for  the  bulk  con- 
sumed, and  the  appetite  should  not  be  satisfied  by  foods  poor 
in  these  food  values.  It  is  usually  not  difficult  to  get  a  child 
to  eat  all  the  fruit  that  is  advisable. 

A  Child  Should  be  Taught  to  Eat  Vegetables  Early 
IN  the  Second  Year 

Most  children  have  to  be  taught  to  like  vegetables.  Al- 
though there  is  no  need  of  forcing  a  child  to  eat  them  during 
the  first  few  months  of  the  second  year,  providing  he  is  getting 
milk,  cereals  containing  iron,  and  plenty  of  fruit  each  day, 
yet  it  is  well  to  get  the  habit  started  early. 

Quantity  of  vegetable  needed.  A  small  baked  potato, 
either  mashed  or  in  soup,  may  be  given  at  the  beginning  of 
the  second  year  and  should  be  added  to  the  diet  regularly 
by  the  end  of  the  15th  month.  This  adds  protein,  energy, 
vitamines,  and  mineral  elements.  Beans  or  peas  in  soups 
will  also  add  energy,  protein,  and  mineral  elements,  while 
other  vegetables  are  valuable  chiefly  for  mineral  elements 
and  vitamines.  If  each  day  during  the  15th  month  just  a 
taste  (half  a  teaspoonful)  of  some  strained  or  mashed,  easily 
digested,  mild-flavored  vegetable  be  given  in  addition  to  the 
potato,  the  child  will  become  accustomed  to  vegetables  so  that 
the  quantity  may  be  gradually  increased  during  the  16th  and 
17th  months  to  about  a  tablespoonful  by  the  end  of  the  sec- 
ond year,  and  to  three  tablespoons  by  the  end  of  the  third. 
Jack,  who  is  three  years  old,  should  be  having  about  three 
tablespoonfuls  a  day  of  some  suitable  vegetable  in  addition 


no  DIETETICS   FOR  HIGH   SCHOOLS 

to  a  whole  potato.  (In  some  instances  vegetable  soups  or  well- 
cooked  and  mashed  vegetables  are  given  before  the  time  stated, 
but  it  is  advisable  to  be  guided  by  the  advice  of  a  physician 
when  giving  them  earlier  than  the  14th  or  15th  month.) 

Since  it  is  especially  important  to  have  the  iron  content 
of  the  diet  increased  during  the  second  year,  it  is  well  to  add 
those  green  and  leafy  vegetables  valuable  for  their  iron, 
such  as  spinach,  chard,  lettuce  (boiled),  asparagus,  and 
green  peas.  They  should  be  strained  or  very  finely  mashed 
for  children  less  than  three  years  old. 

Ways  of  serving  vegetables.  Mrs.  Irving  often  disguised 
the  vegetables  by  i)utting  them  in  soup  where  they  were  so 
finely  mashed  that  no  distinct  particles  could  be  seen. 
Sometimes,  even  then,  Jack  had  to  be  persuaded  to  eat  his 
soup  "  to  see  the  butterfly  on  the  bottom  of  the  bowl." 
Sometimes  a  change  in  the  way  of  serving  added  to  the 
eagerness  with  which  it  was  eaten.  Oftentimes  it  was 
concealed  in  a  scrambled  egg  or  in  milk  toast,  but  very 
frequently  the  vegetables  were  given  clear  so  that  Jack  might 
become  accustomed  to  the  taste.  If  he  refused  to  cat  any 
particular  vegetable  one  day,  his  mother  was  sure  to  give 
him  another  taste  of  it  a  few  days  later,  repeating  it  again 
and  again,  but  never  forcing  him  to  eat  it.  After  a  time 
when  he  became  acquainted  with  the  new  taste  he  would 
begin  to  swallow  some  of  the  vegetable  and  so  the  habit  of 
eating  a  variety  grew  very,  very  slowly.  No  raw,  strong- 
juiced,  or  fried  vegetables  were  ever  given. 
The  following  vegetables  are  the  ones  allowed  : 

Asparagus  Peas 

Beans  —  dry  (in  soup)         Potatoes  (white  or  sweet) 

Carrots  Spinach 

Celery  (only  stewed)  Squash 

Chard  Tomatoes  (strained) 

Lettuce  (stewed)  Turnips  (mild) 


POOD   FOR   CHILDREN  111 

Value  of  vegetables.  Vegetables  should  be  given  for  their 
mineral  elements,  for  their  vitamines,  and  for  their  stimulat- 
ing quality.  They  also  add  bulk  to  the  diet,  which  makes 
them  useful  in  overcoming  constipation.  One  cannot 
afford  to  do  without  them,  both  for  the  sake  of  economy 
and  for  the  sake  of  health.  The  quantity  of  food  eaten  may 
te  less  and  the  diet  cheaper  in  consequence  where  vegetables 
are  eaten. 

PROBLEM 

61.   To  become  familiar  with  the  vegetables  furnishing  mineral 
elements  in  largest  amounts : 

Make  a  list  of  those  vegetables  containing  in  100  Calories 
more  than  0.1  gram  of  phosphorus,  a  list  of  those  with  more 
than  0.1  gram  of  calcium,  and  another  list  of  those  vegetables 
with  more  than  0.002  gram  of  iron. 

At  current  prices  which  vegetables  will  be  the  cheapest 
source  of  iron? 

Egos 

Sometimes  eggs  do  not  agree  with  small  children.  Their 
ability  to  take  them  should  be  cautiously  tested  until  it  is 
quite  evident  that  that  particular  child  can  take  eggs  with- 
out ill  effects.  In  case  of  hives  or  illness  as  a  result  they 
should  not  be  given  again  without  consulting  a  physician. 

Number  and  frequency  of  eggs  in  the  diet.  It  may  be 
recalled  that  Betty,  during  the  latter  part  of  her  first  year, 
had  a  part  of  an  egg  occasionally ;  but  eggs  were  not  to  be 
a  part  of  her  regular  diet  until  the  14th  month.  By  this 
time  she  might  have  one  every  other  day,  or  three  or  four  a 
week.  Jack,  who  was  three  years  old,  should  have  four  or 
five  eggs  a  week.  It  is  possible  to  have  too  many  eggs  and 
it  is  seldom  wise  to  give  more  than  one  in  any  one  day. 

Eggs  may  be  given  in  a  variety  of  ways,  such  as  soft  boiled, 


112  DIETETICS   FOR   HICxH   SCHOOLS 

poached,  coddled,  scrambled,  and  in  eggnogs,  but  they 
should  never  be  given  to  young  children  either  fried  or 
hard-cooked. 

Meat  is  not  a  Necessity 

Meat  is  too  stimulating  for  the  majority  of  children,  and 
is  not  necessary  in  the  diet  if  a  child  has  plenty  of  milk  and 
some  vegetables  every  day,  especially  if  an  egg  is  given  every 
other  day.  The  broth  from  meat  may  be  used  combined 
with  vegetables  and  cereals,  but  the  broth  itself  contains  so 
little  food  value  that  there  is  no  reason  why  the  meat  should 
be  purchased  for  the  sole  purpose  of  making  the  broth. 

Butter  and  other  Fats 

Butter  is  a  valuable  food.  Some  milk  fat  is  essential  for 
growing  children.  While  butter  is  important  because  of  its 
high  energy  value  it  is  much  more  important  because  of  the 
vitamine  (fat  soluble  "  A ")  dissolved  in  it.  Since  the 
cream  of  whole  milk  is  fully  as  valuable  as  the  butter  made 
from  it,  and  since  this  same  substance  is  also  in  leafy  vege- 
tables, it  is  probable  that  the  necessary  amount  of  this 
growth-stimulator  will  be  provided  where  a  child  is  getting 
a  whole  quart  of  unskimmed  milk  with  some  green  vege- 
table every  day.  Butter  is,  however,  an  agreeable  and  a 
desirable  addition. 

In  some  cases  a  teaspoonful  of  butter  may  be  given  on 
the  bread  or  with  baked  potato  as  early  as  the  14th  or  15th 
month,  but  a  new  food  should  be  tried  cautiously.  Dur- 
ing the  third  and  fourth  year  the  amount  of  butter  may  be 
increased  to  a  tablespoonful. 

Other  fats.  No  butter  substitute  is  as  rich  in  vitamines 
as  butter  itself,  but  if  the  cost  of  butter  is  prohibitive,  a 
good  quality  of  either  nut  margarine  or  oleomargarine  may 
be  used. 


FOOD   FOR   CHILDREN 


113 


A  piece  of  crisp  bacon  may  sometimes  be  given  to 
the  energy  during  the  third  year.  A  small  amount 
oil  or  salad  oil 
may  be  given 
also,  but  too 
much  fat  is  harm- 
ful. It  should 
be  remembered 
that  substitutes 
should  not  en- 
tirely replace 
butter  fat  unless 
special  care  is 
taken  to  supply 
the  vitamines  in 
other  ways,  e.g., 
by  making  sure 
that  each  child 
in  the  family 
takes  a  liberal 
amount  of  milk 
and  green  vege- 
tables. 

Sugar  and 

Sweets 

There  is  per- 
haps more  dan- 
ger of  eating  too 
much  sugar  than 
of  any  other  kind 
of  food  unless  it 
be  meat  or  eggs. 


mcrease 
of  olive 


114  DIETETICS   FOR   HIGH    SCHOOLS 

Table  XVI  shows  how  valuable  sweets  and  sugars  are 
for  energy.  They  are  among  the  most  concentrated  forms 
of  energy  we  have,  but  at  the  same  time  they  have  very  few 
other  good  qualities.  For  this  reason  there  is  grave  danger 
of  getting  so  much  of  the  daily  requirement  of  energy  from 
sweets  that  the  growing  materials  will  not  be  obtained  in 
proportional  amounts.  Look  at  Table  I  in  the  appendix 
to  see  how  deficient  sugar,  honey,  and  sirups  are  in  protein, 
in  iron,  in  calcium,  and  in  phosphorus. 

Sugar  is  a  valuable  food  in  its  place  and  is  an  easy  and  an 
agreeable  way  in  which  to  increase  the  energy-,  but  it  must 
be  used  cautiously.  It  is  better  not  t«  put  it  on  cereal,  but 
to  give  it  in  a  dilute  form  as  in  cocoa,  custard,  junket,  or 
cooked  fruit.  Chart  XIII  represents  the  value  of  sugar 
compared  with  molasses,  apples,  and  oranges.  What  we 
see  here  graphically  represented  corresponds  to  the  previous 
statement  that  sugar  contains  little  else  than  carbohydrate. 
The  same  amount  of  energy  may  be  obtained  from  fruit 
or  molasses,  and  at  the  same  time  mineral  elements  will 
be  added  to  the  diet.  In  this  way  the  value  of  the  sugar  is 
obtained  without  destroying  the  appetite  for  other  foods. 
A  little  jelly  or  molasses  may  be  given  during  the  third  j^ear. 

The  amount  of  all  sweets  given  should  not  be  more  than 
one  tablespoonful  a  day  during  the  third  and  fourth  years. 

Forbidden    Foods   for   Children    from    One   to    Five 
Years  of  Age 

Tea,  coffee,  strong  cocoa,  or  chocolate. 

All  fried  foods,  including  griddlecakes,  doughnuts,  and 
fried  potatoes. 

All  raw  vegetables  including  cucumbers  and  radishes, 
and  all  spoiled  fruit. 

All  hot  breads,  pies,  pastry,  rich  cake  and  cookies. 


FOOD   FOR  CHILDREN  115 

All  rich  puddings  and  wsauces. 
All  pickles,  nuts,  and  sweet  preserves. 
Canned,  dried,  or  salted  meat  or  fish,  pork  (except  crisp 
bacon),  game,  sausage,  frankfurters,  and  bologna. 

Good  Habits  help  Good  Food  to  Build  Strong  Bodies 

The  way  in  which  food  is  eaten,  and  habits  of  rest  and  ex- 
ercise, are  almost  as  important  as  good  food.  Jack  was 
unfortunate  for  many  reasons.  Both  his  food  and  his  habits 
of  rest  and  exercise  were  wrong.  His  good  fortune  lay  in 
the  fact  that  his  mother  realized  his  danger  before  it  was  too 
late.  He  had  been  eating  fruit  and  sweets  Ijetween  meals, 
he  drank  very  little  water,  he  had  been  "  bolting  "  his  food 
and  rushing  off  to  play,  he  had  been  sitting  up  after  seven 
o'clock  at  night,  and  he  took  no  rests  during  the  day.  After 
his  habits  were  regulated  he  had  nothing  except  water  be- 
tween meals,  he  ate  slowly,  he  had  a  nap  each  day,  he  went 
to  bed  early,  he  had  his  bedroom  windows  open  so  as  to  get 
fresh  air  while  sleeping,  and  he  was  out  of  doors  much  more 
during  the  day.  His  finicky  appetite  soon  gave  way  to  one 
ready  for  whatever  was  placed  before  him,  his  disposition 
improved,  and  he  was  much  less  nervous,  but  he  was  still 
bright  and  lively. 

The  meals  of  a  child  from  the  first  to  the  fifth  year  should 
be  made  up  only  of  those  foods  a  young  child  can  digest 
and  take  care  of  without  taxing  the  digestive  system  unduly. 
Milk,  bread,  cereals,  eggs,  easily  digested  vegetables,  and 
simple  fruits  should  be  the  chief  articles  of  diet. 

With  the  mealtimes  and  rest  properly  regulated,  a  great 
variety  of  food  is  not  only  unnecessary  but  inadvisable. 
The  amount  of  food  and  the  caloric  value  of  the  meals  will 
depend  on  the  age  and  size  of  the  child.  These  points  have 
been  summarized  in  the  following  table : 


116 


DIETETICS   FOR   HIGH    SCHOOLS 


Table  XXII.— Food  for  a  Child  duking  the  Second  Year* 

40  Calories  per  Poimd 


12-14  Months 

Cal- 

14-18 Months 

Cal- 

18-24  Months 

Cal- 

Weight 

ories 

Weight 

920- 

Weight 

1000- 

21-23  Lbs. 

840-920 

23-25  Lbs. 

1000 

25-27  Lbs. 

1080 

Breakfast 

e-  7. so  A.M. 

Cereal* 

2  tbsp.  (0.3  oz. 
dry)  (strain) 

30 

3  tbsp.  (0.4  oz. 
dry)  (strain 
oatmeal) 

40 

i  cup  (0.5  oz. 
dry) 

50 

Milk.    . 

\   pt.    (9    oz.) 
(some  on 
cereal) 

170 

i   pt.    (9   oz.) 
(some  on 
cereal) 

170 

J    pt.    (9    oz.) 
(some  on 
cereal) 

170 

Bread*  . 

1  slice  (0.4  oz.) 

30 

1  slice  (0.7  oz.) 

50 

1  slice  (0.7  oz.) 

50 

1  tsp.  (0.15 oz.) 
1-3  tbsp. 

33 

20 

313 

Itsp.  (0.15 oz.) 
1-3  tbsp. 

33 

Fruit*    . 

1-3  tbsp. 

15 

25 

Zi& 

328 

Luncheon 

10-11  A.M. 

Bread     . 

1  slice  (0.7  oz.) 

50 

1  slice  (0.7  oz.) 

50 

1  slice  (0.7  oz.) 

50 

Milk.    . 

i  pt.  (9  oz.) 

170 

1  pt.  (9  oz.) 

170 

i  pt.  (9  oz.) 

170 

220 

220 

220 

Dinner 

i.so-e.so 

P.M. 

J  c.  potato  or 
cereal  soup, 
or  i  c.  broth 
with  1-2 
tbsp. cooked 
cereal 

30 

Egg  (3-4  times  a 
week)  or  1  c. 
milk,    soup, 
or  1  c.  broth 
with  cooked 
cereal 

50 

Egg  (4-5  times 
a  week) 
otherwise 
the  same  as 
14-18 
months 

50 

Milk'     . 

}-lc.  (6.9  oz.) 

130 

i-lc.  (4-8  oz.) 

95 

i-lc.  (4-8  oz.) 

95 

Bread 

1  slice  (0.4  oz.) 

30 

1  slice  (0.5  oz.) 

40 

1  slice  (0.7  oz.) 

50 

Butter    . 

Itsp.  (0.15  oz.) 

33 

Itsp.  (0.15  oz.) 

33 

Vege- 

table* 

1  tsp.  (strained) 
1-2  tbsp. 

3 
15 

1  tsp.  (strained) 
2-4  tbsp. 

10 

Fruit '  or 

1-2  tbsp. 

15 

50 

Plain 

205 

236 

288 

dessert 

Supper 

5-6  P.M. 

Cereal     . 

2  tbsp.  (0.3  oz. 
dry) 

30 

3  tbsp.  (0.4  oz. 
dry) 

40 

J  cup  (0.5  oz. 
dry) 

50 

Milk  .    . 

1  pt.  (9  oz.) 

170 

i  pt.  (9  oz.) 

170 

i  pt.  (9  oz.) 

170 

Fruit.     . 

1-2  tbsp. 

15 

200 

210 

235 

Total  for 

day 

870 

979 

1071 

'  If  more  food  is  wanted,  it  should  be  given  in  the  form  of  milk. 

»  Cereals :  oatmeal,  rolled  oats,  wheatena,  pettijohn,  or  barley  to  be  preferred. 

•  Toast,  day-old  bread,  or  zwieback,  whole  wheat  or  oatmeal  bread  to  be  preferred. 

_  ♦  Cooked  apple,  prune  pulp  and  juice,  or  orange  juice.     Cooked  dried  fruit  may  be 
given  during  the  last  few  months.     Fruit  should  be  given  2  hrs.  after  breakfast  during 
the  first  18  mo. 
» Eggs,  cereals,  vegetables,  and  milk  may  be  combined  in  various  soups  and  desserts. 

•  Asparagus,  dry  beans  or  peas  (in  soups),  chard,  carrots,  celery  (stewed),  lettuce 
(stewed),  peas,  potatoes,  spinach,  string  beans,  tomatoes. 

'  For  df^sserts  give  custard,  junket,  well-cooked  cornstarch,  or  cereal  puddings. 


FOOD   FOR  CHILDREN 


117 


Table  XXIII. — Food  for  a  Child  dumng  the  Third,  Fourth, 
AND  Fifth  Years  * 


2  Years  Oi 

D      Cal- 

3 Years  Old 

Cal- 

4 Years  Old 

Cal- 

(3d Year) 

ories 

(4th  Year) 

ories 

(5th  Year) 

ories 

Weight  27- 

-       1000- 

Weight  30- 

1100- 

Weight  34- 

1200- 

32  Lbs. 

1300 

36  Lbs. 

1400 

40  Lbs. 

1500 

37-43  Cal 

sries  per 

35-40  Calories  per 

33-37  Calories  per 

poiu 

id 

pound 

pound 

Breakfast 

6-7.30  A.M. 

Cereal  •  . 

\  c.    (0.5  o 
dry) 

E.          50 

i  c.   (0.75  oz. 
dry) 

75 

i  c.   (0.76  oz. 
dry) 

75 

Milk  .     . 

}  pt.  (9  oz.) 

170 

i  pt.  (9  oz.) 

170 

J  pt.  (9  oz.) 
2  slices  (1.4  oz.) 

170 

Bread      . 

1  slice  (0.7  oz 

.)          50 

1  slice  (0.7  oz.) 

50 

100 

Butter    . 

1  tsp.  (0.15  oi 

B.)         33 

Itsp.  (0.15  oz.) 

33 

J  tbsp. (0.23  oz.) 

60 

Fruit »     . 

3-4  tbsp. 

25 

3-4  tbsp. 

25 

3-4  tbsp. 

26 

328 

SS3 

430 

Dinner  * 

11.30  A.is- 

1S.S0  P.M. 

Egg  or  soup 

75 

Egg  or  soup 

75 

Egg  or  soup 

76 

Potato    . 

1  small  one 
oz.) 

4           75 

1  medium  (5.6 
oz.) 

100 

1  medium  (5.6 
oz.) 

100 

Other 

vege- 

table' 

10 

15 

20 

Milk  .     . 

i  pt.  (9  oz.) 

170 

i  pt.  (9  oz.) 

170 

\  pt.  (9  oz.) 

170 

Bread      . 

1  slice  (0.7  oz 

.)          50 

li  slices  (1  oz.) 

75 

2  slices  (1.4  oz.) 

100 

Butter    . 

4    tbsp.    (0.2 
oz.) 

3          50 

J   tbsp.    (0.23 
oz.) 

50 

i   tbsp.    (0.23 
oz.) 

60 

Plain 

See  note  7  o 

a          75 

See  note  7  on 

75 

See  note  7  on 

dessert 

page  116. 

page  116. 

page  116. 

76 

5«S 

660 

no 

Supper 

6.30-6  P.M. 

Cereal     . 

\  c.  (0.5  oz. 

Jc.  (0.76  oz.) 

Jc.  (0.75 oz.)- 

and 

dry) 

bread  . 

1   slice   (0.7 

1    slice    (0.7 

2  slices   (1.4 

or 

oz.) 

100 

oz.) 

126 

oz.) 

160 

Bread. 

2  slices  (1.4 
oz.) 

2}  slices  (1.8 
oz.)              J 

3  slices   (2.1 
oz.) 

Butter    . 

J   tbsp.    (0.2 
oz.) 

3          50 

J   tbsp.    (0.23 
oz.) 

50 

J   tbsp.    (0.23 
oz.) 

60 

MUk  .     . 

1  pt.  (9  oz.) 

170 

i  pt.  (9  oz.) 

170 

i  pt.  (9  oz.) 

170 

Cooked 

fruit* . 

50 

50 

76 

370 

305 

44« 

Totals  for 

the  day 

1903 

1308 

14U 

'  If  more  food  is  wanted,  increase  the  amount  of  bread  and  milk. 

*  Use  any  thoroughly  cooked  cereal :    oatmeal,  rolled  oats,  wheatena,  pettijohn,  or 
barley  to  be  preferred. 

'  .Ml  fruit  except  orange  should  be  cooked :  apples,  bananas,  prunes,  or  dates,  and 
dried  apricots,  peaches,  or  apples,  may  be  given  cooked. 

*  Eggs,  vegetables,  cereals,  and  milk  may  be  combined  in  a  variety  of  ways.     The 
following  suggestions  (on  p.  118)  are  given  : 


118  DIETETICS   FOR   HIGH   SCHOOLS 

a.  An  egg,  1  slice  bread  or  toast,  1  tbsp.  spinach,  1  cup  milk. 

6.  An  egg,  1  slice  bread  or  toast,  1  tbsp.  carrot,  J-  cup  junket,  J  cup  milk. 

c.  An  egg,  J  cup  green  p>ea  .soup,  rice  and  milk,  J  cup  milk  to  drink. 

d.  i  cup  string  bean  soup,  1  slice  bread,  J  cup  custard,  J  cup  milk  to  drink. 

e.  i  cup  potato  soup,  bread,  spinach,  J  cup  junket,  J  cup  milk  to  drink. 
/.    }  cup  split  pea  soup,  1  tbsp.  carrot,  oatmeal  pudding  and  milk. 

g.  Baked  potato,  bread,  green  peas  (.strained),  1  cup  milk. 

A.  J  cup  beef  broth  with  1-2  tbsp.  cooked  rice,  barley,  or  hominy  and  1  tbsp.  spinach, 
bread,  i  cup  bread  pudding  (no  fruit). 

'  Vegetables  which  may  b»e  given  are  as  follows :  aaparagus,  drj-  beans  and  peas  (in 
soup),  young  beets,  carrots,  celery  (only  stewed),  chard,  lettuce  (stewed),  peas,  ix)tatoes, 
spinach,  squash,  string  beans,  tomato.  .\11  coarse  vegetables  should  be  strained  or 
mashed  very  fine. 

PROBLEM 

62.  Prepare  according  to  the  schedule  given  in  Table  XXII  the 

day's  meals  for  a  child  14  to  18  months  old. 

63.  Following  the  schedule  given   in   Table  XXIII,  prepare  the 

day's  meals  for  a  child  3  years  old. 

64.  Following  the  schedule  given  in  Table  XXIII,  prepare  the 

day's  meals  for  a  child  4  years  old. 

65.  Compare  these  meals  with  those  you  have  seen  children  of 

the  sam^  age  eating.     In   what  respects  are   they   alike? 
In  what  respects  do  they  differ? 

REFERENCES 

Feeding  the  Family,  Chapters  VI  and  VIII.     Rose,  Mary  S.     Man- 
millan  Co. 

Feeding  Young  Children.     Farmers'  Bulletin  No.  717,  U.  S.  Depart- 
ment of  Agriculture. 
Food  Primer  for  the  Home,  Gillett,  L.  H.     A.  I,  C.  P.,  New  York  City. 


CHAPTER  IX 
FOOD  FOR  SCHOOL  CHILDREN  AND  ADULTS 

After  the  fifth  year,  the  food  of  the  child  becomes  more 
varied  and  gradually  assumes  the  dignity  of  "  grown-up  " 
meals,  but  it  is  wise  to  be  cautious  in  introducing  new  foods. 
We  do  not  learn  arithmetic,  English,  carpentry,  or  any  other 
subject  or  occupation  all  at  once.  The  teacher  who  tries 
to  give  to  a  class  too  much  at  one  time  finds  them  making 
slow  progress  because  of  mental  indigestion.  And  so  it 
may  be  with  an  overburdened  digestive  tract  that  is  trying 
to  meet  the  demands  of  too  many  kinds  of  food.  "  Make 
haste  slowly  "  is  as  applicable  in  making  the  acquaintance 
of  new  foods  as  it  is  in  making  new  friends. 

Dick  and  Clare 

Dick,  it  will  be  remembered,  was  seven  years  old.  Because 
of  a  weak  heart  and  little  endurance,  he  had  been  deprived 
of  the  pleasure  of  playing  for  long  at  a  time  until  he  had 
almost  forgotten  the  joys  of  real  health. 

We  also  recall  that  he  was  very  fond  of  coffee,  that  he 
drank  it  in  place  of  milk,  that  he  ate  much  meat  and  few 
vegetables,  and  that  he  sat  up  late  at  night,  thus  violating 
some  of  the  fundamental  laws  of  health. 

Clare,  who  was  ten  j'ears  old,  was  a  joy  to  all  her  friends 
because  of  her  untiring  energy,  her  sparkling  health,  and 
her  contagious  good-nature.  Her  companions  singled  her 
out  first  of  all  as  the  most  welcome  member  of  any  group. 
She  was  quite  a  contrast  to  Dick  in  both  health  and  habits, 

119 


120  DIETETICS   FOR   HIGH   SCHOOLS 

particularly  food  habits.  She  liked  milk  and  vegetables, 
but  cared  Uttle  for  meat  and  never  touched  coffee.  The 
teacher  at  school  had  told  the  pupils  that  coffee  was  not 
good  for  them,  that  it  would  keep  them  from  being  strong, 
and  might  be  a  very  great  hindrance  at  some  critical  time 
when  they  would  Uke  to  do  especially  good  work.  As  Clare 
had  ambitions  for  a  life  of  useful  service  she  did  not  want  to 
run  any  risks.  Although  the  good-natured  jests  of  the  rest 
of  the  family  oftentimes  tempted  her  to  try  to  sit  up  after 
half  past  eight  o'clock  at  night,  wise  nature  usually  pro- 
tected her  by  causing  her  to  fall  asleep  over  her  books. 
Then  she  was  up  bright  and  early  the  next  morning  and  had 
her  lessons  prepared  in  about  half  the  time  it  would  have 
taken  her  the  night  before. 

Are  the  Same  Foods  Suited  to  the  Needs  of  Both 
Children  and  Adults? 

In  too  many  families,  where  the  food  is  not  planned  to 
provide  for  the  needs  of  the  children,  the  mother  thinks 
she  has  given  a  sufficient  reason  for  it  when  she  says  she  has 
no  time  in  which  to  prepare  extra  foods  for  the  different 
members  of  the  family.  This  is  probably  true.  On  the 
other  hand,  some  people  maintain  that  the  foods  prohibited 
in  the  diet  of  the  child  after  the  fifth  year  are  so  few  that 
there  is  no  reason  why  the  same  meals  cannot  be  planned  to 
provide  for  the  needs  of  the  whole  family,  or  for  all  of  those 
over  five  years  of  age.  There  must  of  course  be  some  ex- 
ceptions for  very  young  children,  but  even  their  meals  may 
be  such  as  to  reduce  the  extra  work  to  a  very  small  amount. 

Let  us  see  wherein  lies  the  difficulty  and  what  suggestions 
may  be  made  to  help  the  mother  plan  such  meals. 

Is  it  impossible  to  plan  and  prepare  meals  suited  to  the 
needs  of  the  whole  family? 


FOOD   FOR   SCHOOL   CHILDREN   AND   ADULTS     121 

Has  the  mother  time  to  plan  and  prepare  such  meals? 

Do  the  children  see  the  older  people  eating  something 
they  want  and  ought  not  to  have,  but  get  because  they  ask 
for  it? 

Do  adults  have  a  tendency  to  eat  foods  hard  to  digest? 

Is  it  possible  to  make  the  necessary  adjustments  so  that 
all  may  eat  the  same  things  and  all  be  well-fed? 

Uses  of  Food  Reviewed  and  Applied  to  the  Needs  of 
School  Children 

Milk  is  good  for  both  children  and  adults.  Milk  is  still 
the  best  and  most  important  food  all  through  the  period  of 
growth.  Every  child  must  have  at  least  a  pint  a  day  and 
a  quart  is  better  where  it  can  be  afforded.  Every  adult, 
including  young  men  and  women,  the  middle-aged,  and  the 
elderly  ought  to  have  at  least  one  third  of  a  quart  of  milk. 
It  would  be  better  to  have  more  than  this  minimum  amount 
when  possible.  It  may  be  given  as  plain  milk  to  drink,  or 
it  may  be  prepared  in  some  cooked  form,  such  as  cocoa, 
soups,  or  pudding  for  the  whole  family. 

No  other  one  food  can  be  eaten  in  large  enough  quantities, 
either  by  children  or  adults,  to  supply  enough  calcium  for 
the  proper  development  and  up-keep  of  the  bones,  and  for 
the  control  of  the  nervous  system  and  the  heart.  There  is 
no  substitute  for  it  and  no  food  "  just  as  good."  In  the 
absence  of  fresh  milk,  evaporated,  condensed,  or  dried  milk 
should  be  used,  in  which  case  it  is  well  to  protect  the  health 
with  leafy  vegetables  and  plenty  of  fruit. 

Dick  was  so  weak  that  his  stomach  could  take  care  of 
only  the  simplest  and  most  easily  digested  foods,  hence  he 
was  required  to  take  a  whole  quart  of  milk  a  day.  Although 
he  had  thought  he  did  not  like  it,  nevertheless  his  mother 
planned  the  meals  of  the  family  so  that  each  received  about 


122  DIETETICS  FOR  HIGH   SCHOOLS 

a  half  a  quart  of  milk  a  day  in  some  cooked  form,  and  then, 
without  asking  Dick  whether  he  wanted  it  or  not,  she  in- 
sisted that  he  drink  another  half  quart.  Tea  and  coffee 
were  now  forbidden.  At  first  Dick  had  a  headache  with- 
out the  stimulant,  but  this  disappeared  at  the  end  of  a  week, 
and  the  change  from  coffee  to  milk  marked  the  first  step  in 
his  improvement.  Strange  to  say,  he  began  to  like  milk 
when  he  found  his  strength  returning  because  of  it.  Mr. 
and  Mrs.  Irving  still  felt  that  they  must  have  their  tea  and 
coffee,  but  it  was  no  extra  work  to  set  glasses  of  milk  on  the 
tal)le  for  the  children. 

Expense  is  a  very  real  factor  to  be  considered  in  most 
families.  Many  mothers  say  they  cannot  afford  the  milk 
because  the  children  eat  just  as  much  other  food  whether 
the  milk  is  provided  or  not,  and  this  makes  the  meals  ex- 
pensive. In  such  cases  it  is  probable  that  the  children  need 
lx)th  the  milk  and  the  other  food,  but  if  anything  has  to  be 
sacrificed  the  milk  is  the  last  thing  to  be  omitted  from  the 
meals  of  the  children.  Meat  may  be  reduced  with  very 
much  less  harm  than  milk.  In  reality  Dick  ate  less  meat 
when  ln'  had  the  milk,  his  food  was  less  exptmsive,  and  he 
felt  l)otter  Ix^sides. 

Cheese  has  most  of  the  good  qualities  of  milk  in  a  con- 
densed form.  A  pound  of  cheese  has  the  food  value  of  six 
to  eight  pounds  of  milk  Avith  the  water  removed.  It  is  very 
concentrated  and  should  be  given  to  children  only  after  it 
has  been  combined  with  other  foods  in  such  a  way  that  it 
will  not  be  swallowed  in  large  pieces.  One  of  the  best  ways 
of  serving  it  is  melted  in  white  sauce  or  in  soups.  One  of 
most  indigestible  forms  in  which  to  serve  it  is  browned  as 
on  the  top  of  macaroni  and  cheese  or  on  top  of  escalloped 
potatoes  or  other  similar  dishes.  These  dishes  are  to  be 
recommended,  however,  when  the  cheese  is  melted  in  the 
sauce  combined  with  the  macaroni  or  potato.     It  becomes 


FOOD   FOR   SCHOOL  CHILDREN   AND   ADULTS     123 

objectionable  only  when  exposed  to  the  surface,  where  it 
becomes  brown. 

PROBLEMS 

GO.  Plan  a  day's  meals  for  Dick  with  one  half  quart  of  milk  con- 
cealed in  cooked  food. 

07.  Plan  a  day's  meals  for  the  Irving  family,  using  in  cooked  food 
one  third  of  a  quart  of  milk  for  each  member  of  the  family. 
Prepare  the  dishes  in  which  milk  is  used. 

68.   To  compare  the  cost  of  milk  and  meat : 

Plan  two  meals  of  1500  Calories  each,  one  to  include  4 
to  6  ounces  of  meat,  the  other  with  an  equivalent  number 
of  Calories  from  milk.     Calculate  the  difference  in  cost. 

Breads,  cereals,  and  other  grain  products  should  provide 
one  third  of  our  energy.  When  we  say  "  grain  products  " 
we  mean  such  foods  as  bread  of  all  kinds,  breakfast  cereals, 
rice,  macaroni,  and  spaghetti.  The  food  value  of  any  one  of 
these  resembles  that  of  the  average  bread  or  cereal  and  may 
be  used  in  place  of  either  of  them  in  so  far  as  energy  and  pro- 
tein is  concerned.  This  type  of  food  is  quite  essential,  for 
the  energy  and  protein  it  furnishes  is  in  a  very  wholesome 
and  easily  digested  form. 

Table  XIII,  Chapter  III,  tells  us  that  a  boy  of  seven  needs 
from  1500  to  1800  Calories  a  day.  This  range  allows  for 
ordinary  differences  in  the  size  of  boys  and  in  the  vigor  with 
which  they  play.  Extraordinarily  active  or  rapidly  growing 
boys  of  this  age  may  need  more  than  1800  Calories.  Dick, 
who  sits  on  the  curb  watching  his  playmates  run  a  race,  does 
not  need  as  much  energy  as  Sam,  who  is  entering  into  the 
sport.  If  the  two  boys  were  sitting  at  the  same  table  it 
would  be  easy  for  Sam  to  obtain  the  increased  amount  of 
energy  required  by  eating  an  extra  large  dish  of  cereal, 
another  piece  of  bread,  a  second  helping  of  rice  pudding, 
or  more  macaroni.    Fully  one  third  of  all  the  energy  of  a 


124  DIETETICS   FOR   HIGH   SCHOOLS 

well-balanced  and  adequate  diet  should  be  provided  by  grain 
products  of  some  kind. 

In  addition  to  energy,  grain  products  increase  the  protein 
content  of  the  diet  considerably.  The  iron,  phosphorus, 
and  calcium  content  depend  upon  the  kind  of  grain  used 
and  its  commercial  preparation.  Since  the  removal  of  the 
outside  coating  of  the  grain  reduces  its  food  value,  it  is  well 
to  use  some  grain  products  that  have  not  been  too  highly 
refined. 

As  Dick's  mother  wanted  him  to  get  the  advantage  of 
this  outer  coating  she  insisted  that  he  eat  oatmeal,  wheatena, 
and  pettijohn,  and  so  obtain  the  maximum  amount  of  nour- 
ishment in  a  minimum  of  bulk.  Dick  did  not  like  the  change 
from  com  flakes  to  a  cooked  cereal  any  better  than  Jack  had, 
but  when  he  rebelled  his  mother  asked  him  if  he  wanted 
Jack  to  show  him  how  a  man  should  act,  whereupon  his 
seven  years  prompted  him  to  set  Jack  a  good  example. 
Have  you  ever  realized  how  much  influence  the  old  brothers 
and  sisters  have  on  the  likes  and  dislikes  of  the  younger 
children? 

PROBLEM 

69.  Plan  a  day's  meals  for  Dick  in  whieli  about  one  third  of  the 
energy  will  be  supplied  by  bread  or  other  grain  products. 
Add  enough  Calories  from  the  same  sources  to  make  the 
meal  adequate  for  Sam,  the  playmate,  who  has  entered  the 
races. 

Since  practically  any  well-cooked  cereal  may  be  given 
after  the  second  year,  the  only  difference  in  the  bread  and 
cereals  for  Jack,  Dick,  Clare,  AUce,  Tom,  and  the  older 
members  of  the  Irving  family  need  be  in  the  quantity  eaten 
by  each.  Soups,  puddings,  breads,  and  combinations  of 
cereals  with  meats  and  vegetables,  all  of  which  may  serve 
for  the  whole  family,  help  to  get  a  generous  quantity  mto 
the  diet  in  a  variety  of  forms. 


FOOD   FOR  SCHOOL  CHILDREN   AND   ADULTS     125 

There  was  one  difficulty  in  the  Irving  family.  Both  Mr. 
and  Mrs.  Irving  had  lived  where  hot  breads  and  fried  cereals 
were  often  served.  They  were  still  very  fond  of  them,  but 
they  realized  now  that  these  foods  should  not  be  given  to 
children.  Grandma  Irving  ate  them  sometimes,  but  more 
frequently  she  felt  they  disagreed  with  her.  To  omit  them 
was  going  to  be  a  great  sacrifice  to  Mr.  and  Mrs.  Irving,  yet 
to  have  them  presented  a  difiiculty  in  the  preparation  of  the 
same  meals  for  both  children  and  adults. 

Mrs.  Irving  put  the  following  questions  up  to  the  older 
members  of  the  family : 

1.  Is  the  health  of  the  children  of  more  importance  than 
the  pleasure  of  the  adult  ? 

2.  Shall  we  deny  ourselves  for  the  sake  of  the  children? 

3.  Shall  I  prepare  extra  things  for  the  children? 

They  decided  as  follows :  first,  the  children  must  not  have 
foods  that  are  not  good  for  them ;  second,  they  themselves 
would  be  content  with  fried  foods  a  little  less  frequently; 
and  third,  when  fried  foods  were  to  be  served  for  them  some- 
thing else  must  be  prepared  for  the  children.  Grandma 
Irving  felt  it  would  be  best  for  her  to  leave  fried  foods  alone, 
so  she  decided  to  eat  the  foods  prepared  for  Dick  and  Clare. 
Thereafter  when  Mr.  and  Mrs.  Irving  had  fried  mush  the 
children  and  Grandma  Irving  had  cereal  and  cooked  fruit 
molded  in  a  cup  and  served  with  sirup  or  molasses.  Mrs. 
Irving  sometimes  gave  them  raisin  bread  when  the  rest  of 
the  family  were  having  muffins  or  griddlecakes  (the  raisin 
bread  was  not  served  at  other  times  so  that  it  might  be  a 
treat  at  this  particular  time),  or  perhaps  she  made  toast, 
spread  it  with  a  little  jelly,  and  moistened  it  with  hot  milk. 
But  since  these  things  did  take  extra  time,  more  than  she 
could  afford,  gradually  they  all  had  less  fried  food,  and  all 
felt  better  for  it. 


126  DIETETICS  FOR   HIGH   SCHOOLS 

PROBLEM 

70.  If  there  were  children  under  12  years  of  age  in  your  own  home 
and  if  your  family  were  in  the  habit  of  eating  huckleberries, 
raw  bananas,  fried  mush,  fried  cakes,  fried  meats,  fried 
eggs,  hot  breads,  rich  pies  and  cakes,  and  heavy  salads, 
how  would  you  arrange  to  substitute  other  foods  for  the 
children  or  prepare  these  same  foods  in  a  manner  suitable  for 
them  to  eat? 

Vegetables  Should  be  Eaten  Freely  by  Both  Children 
AND  Adults 

By  the  end  of  the  fifth  year  the  variety  of  vegetables 
allowed  is  so  great  that  it  is  much  easier  to  enumerate  the 
ones  to  1x3  avoided  rather  than  those  that  may  be  used. 
Cucumbers  are  forbidden  to  children  entirely,  so  may  be 
dismissed  without  further  comment.  Cabbage  and  com 
should  be  given  very  cautiously  before  the  twelfth  year. 
If  properly  cooked  it  is  probable  that  the  chief  danger  is 
in  eating  too  much  of  them,  in  eating  them  in  too  concen- 
trated a  form,  or  in  not  chewing  them  thoroughly. 

Mrs.  Irving  had  a  way  of  preparing  the  corn  that  made 
it  possible  for  children  seven  years  old  and  over  to  cat  small 
amounts  of  it.  She  scraped  out  the  juicy,  inner  part  of  the 
kernel  in  such  a  way  as  to  leave  the  outside  part  remaining 
on  the  cob.  This  was  done  by  cutting  the  kernels  through 
the  middle  of  each  row  and  scraping  out  the  inside  with  a 
knife.  With  milk  and  seasoning  the  corn  was  then  cooked 
in  a  double  lx)iler  for  at  least  a  half  hour.  Corn  prepared 
in  this  way  is  better  for  lx)th  adults  and  children.  Grandma 
Irving  also  appreciated  this  method  of  cooking  com  because 
she  had  difficulty  in  eating  the  com  from  the  cob. 

Cabbage  is  a  valuable  vegetable  because  of  the  iron  and 
vitaminesin  it,  but  care  must  be  exercised  in  its  preparation. 
One  of  the  ill  effects  from  the  eating  of  cabbage  is  due  to 


FOOD   FOR  SCHOOL  CHILDREN  AND   ADULTS     127 

the  fat  so  often  cooked  with  it.  Where  it  is  to  be  given  to 
children  it  should  not  be  cooked  with  salt  pork,  bacon,  oil, 
or  other  fat.  It  should,  however,  be  cooked  until  very  tender 
and  served  with  other  foods.  It  should  also  be  well  chewed 
or  chopped  very  fine. 

The  chief  value  of  vegetables  lies  in  the  mineral  elements 
and  vitamines  they  contain.  The  green,  leafy  vegetables, 
such  as  spinach,  dandelions,  chard,  beet  and  turnip  tops, 
lettuce,  celery,  cabbage,  Brussels  sprouts,  asparagus,  and 
cauliflower  are  regarded  as  especially  valuable  for  the  same 
vitamine  that  is  in  butter  fat.  WTiere  fresh  whole  milk, 
cream,  or  butter  are  not  possible,  the  diet  should  contain 
an  abundance  of  these  vegetables,  some  one  of  them  at  least 
every  other  day,  and  oftener  if  possible.  In  addition  to 
the  mineral  and  vitamine  content  vegetables  have  another 
very  valuable  use.  Their  bulky  nature  helps  to  overcome 
constipation,  which  may  lead  to  disease.  Vegetables  are 
"  necessities." 

Clare  was  unconsciously  laying  a  good  foundation  for 
health  by  eating  vegetables,  while  Dick  was  slowly  drifting 
away  from  it  by  refusing  to  eat  them.  Mrs.  Irving  now 
took  especial  care  to  prepare  the  most  attractive  vegetables 
in  a  variety  of  ways  until  Dick's  strength  began  to  return,  and 
with  returning  strength  came  returning  appetite.  Grandma 
Irving  found  she  was  eating  more  vegetables  since  the  chil- 
dren were  talking  about  them,  and  attributed  the  added 
feeling  of  energy  to  this  new  practice. 

It  is  neither  practicable  nor  possible  to  give  the  definite 
amount  of  any  vegetable  necessary  for  health.  All  vege- 
tables are  not  equally  valuable,  and  the  amount  may  also 
vary  inversely  with  the  amount  of  fruit  eaten.  In  general 
we  give  Mrs.  Irving's  method  as  a  very  sensible  one  to  follow. 
She  planned  to  have  potatoes  at  least  once  a  day  and  often 
twice.     Although  she  knew  it  would  lie  for  the  well-being 


128  DIETETICS   FOR  HIGH   SCHOOLS 

of  her  family  to  have  two  vegetables  or  more  in  addition 
to  the  potatoes,  she  frequently  could  not  afford  it.  She  felt, 
however,  that  the  health  of  her  family  demanded  some  root 
or  tuber  vegetable  in  addition  to  the  potato  at  least  three 
or  four  times  a  week,  and  leafy  vegetables  three  or  four  times, 
depending  on  the  amount  of  milk,  butter,  fat,  or  fruit  used. 
Potatoes  may  very  safely  furnish  from  100  to  300  Calories 
a  day  and  other  vegetables  from  25  to  100  Calories,  depend- 
ing on  the  age  of  the  person. 

PROBLEM 

71.  Plan  the  vegetables  for  the  Irving  family  for  a  week.  Dis- 
tribute them  according  to  days.  Include  potatoes  at  least 
once  every  day,  a  leafy  vegetable  at  least  four  times  during 
the  week,  and  a  root  vegetable  at  least  five  times  during 
the  week.  Consider  season,  cost,  and  adaptability  to  both 
children  and  adults. 

Fruit  offers  no  diflSculties  in  the  preparation  of  the  same 
meals  for  both  children  and  adults.  It  is  very  obvious  that 
no  extra  trouble  need  be  taken  for  the  children  in  the  serving 
of  fruit.  Almost  any  fruit  may  be  given  after  the  fifth 
year.  Dick  (aged  seven)  is  now  eating  uncooked  fruit,  such 
as  very  ripe  peaches,  pears,  apples,  grapes  (seeds  removed), 
and  very  ripe  bananas  with  his  midday  meal.  He  should 
not  be  allowed  to  have  any  uncooked  fruit  for  supper  until 
he  is  ten  years  old.  Berries  are  given  cautiously  to  both 
Dick  and  Clare. 

Because  fruit  and  vegetables  are  somewhat  interchangeable 
in  their  uses  in  the  body,  it  is  impossible  to  state  any  definite 
amount  required  of  either.  We  can  say,  however,  that  there 
should  be  some  fresh  fruit  in  the  diet  of  children  every  day 
unless  cost  makes  its  daily  use  impossible,  in  which  case 
dried  fruits  may  be  substituted  on  alternate  days.  It  is 
well  to  get  not  more  than  from  100  to  300  Calories  from  fruit 


FOOD   FOR  SCHOOL  CHILDREN   AND  ADULTS     129 

because  of  its  bulky  nature  and  correspondingly  low  energy 
value.     Vegetables  are  usually  more  economical  than  fruit. 

Jams  and  jellies  are  better  sources  of  energy  than  fresh 
fruit,  but  are  so  sweet  that  they  may  interfere  with  digestion. 
They  should  not  be  used  too  frequently  nor  in  too  large 
amounts.  It  may  be  "  conservation  of  bread,"  as  Dick 
said  when  he  was  trying  to  persuade  his  mother  to  give  him 
an  extra  large  amount  of  jam,  "  to  use  one  slice  of  bread  for 
a  double  quantity,"  but  it  is  not  conservation  of  health. 

Eggs  present  no  problem  in  the  planning  of  meals  for  the 
family.  \Vhen  a  child  is  as  old  as  Dick  the  variety  of  foods 
allowed  is  sufficiently  great  to  make  it  unnecessary  to  say 
that  an}^  food  except  milk  is  absolutely  essential.  Never- 
theless eggs  are  a  valuable  food  for  children,  and  it  would  be 
well  for  every  child  over  five  to  have  four  or  five  a  week, 
but  not  more  than  one  in  any  one  day,  the  number  depend- 
ing somewhat  upon  the  amount  of  meat  and  fish  eaten. 
Eggs  may  be  given  to  children  prepared  in  any  way  except 
fried  or  hard-cooked.  Since  eggs  are  usually  cooked  indi- 
vidually they  present  no  problem  in  the  planning  of  the  meals 
for  the  family. 

Meat,  fish,  and  fowl  ought  to  present  no  difficulties.  Where 
the  diet  contains  plenty  of  milk  and  vegetables,  and  especially 
if  eggs  are  also  used,  meat  is  not  a  necessity  for  the  majority 
of  either  children  or  adults ;  in  fact  eggs  are  to  be  preferred 
for  the  children  and  elderly  people.  Yet  in  the  ordinary 
family  the  meat  question  is  the  point  from  which  most  of 
the  trouble  in  the  feeding  of  the  children  radiates.  There 
is  no  reason  why  Dick  should  eat  more  meat  than  is  good  for 
him,  even  though  his  father  does  enjoy  a  generous  amount. 
Neither  is  there  any  reason  why  Dick  cannot  eat  all  the  vege- 
tables he  needs,  though  there  may  be  meat  on  the  table. 

It  is  probable  that  a  little  meat  or  fish  given  before  the 
seventh  year  will  not  be  injurious,  but  the  quantity  given 


130  DIETETICS  FOR  HIGH   SCHOOLS 

should  not  exceed  an  ounce  u  (.lay.  J3ick  ishould  have  not 
more  than  two  ounces  a  day  before  he  is  ten  years  old,  Clare 
should  have  not  over  three  ounces  before  she  is  as  old  as 
Alice,  while  Alice  and  Tom  ought  not  to  have  over  four 
ounces,  which  amount  is  liberal  even  for  adults. 

Meat  decomposes  easily,  and  any  undigested  portions 
remaining  in  the  intestines  will  soon  be  decomposed,  in 
part  into  poisonous  products  which  in  turn  will  be  absorbed 
into  the  system.  This  kind  of  jKjisoning  may  cause  a  variety 
of  ills,  depending  on  the  strength  of  the  individual.  It  is 
probable  that  Dick's  heart  trouble  has  been  intensified  by 
the  poison  thus  produced.  Plenty  of  vegetables  keep  waste 
material  from  accumulating  in  the  intestines,  and  this  is  an 
added  reason  why  they  should  always  accompany  meat  in 
the  diet.  With  both  meat  and  vegetables  served  at  the 
same  meal  the  children  and  grandma  may  then  have  a  small 
amount  of  meat  and  a  generous  quantity  of  vegetables.  As 
soon  as  Dick  learned  to  like  vegetables  his  mother  noticed  a 
change  in  his  general  health  immediately. 

PROBLEM 

72.  How  much  meat  would  you  consider  a  fair  allowance  for  the 
Irving  family  for  one  day?  How  much  milk?  Compare 
the  cost  of  your  estimates. 

Sweets  had  better  be  reduced  to  a  small  amount  for  both 
children  and  adults.  Sugar  is  a  good  food  in  its  place,  but 
when  eaten  between  meals  it  takes  away  the  appetite  for 
better  foods.  Of  all  bad  food  habits  to  overcome  perhaps 
a  "  sweet  tooth  "  is  the  hardest.  Poor  Dick !  He  seemed 
to  have  been  committing  every  dietetic  sin.  He  was  very 
fond  of  candy  and  quite  often  ate  it  between  meals.  When 
his  mother  refused  to  let  him  have  it  except  at  the  end  of 
his  meals  he  had  a  very  annoying  craving  for  it.  He  was 
encouraged  to  eat  more  bread  and  cereals  at  breakfast  and 


FOOD   FOR  SCHOOL   CHILDREN   AND   ADULTS     131 

dinner,  he  was  given  an  occasional  piece  of  fruit  in  the 
middle  of  the  morning  because  that  sudden  withdrawal 
of  an  immediate  source  of  energy  made  him  feel  faint,  and 
he  was  told  to  drink  plenty  of  water.  In  time  the  craving 
wore  off  and  the  normal  appetite  returned. 

The  craving  for  something  sweet  may  be  natural,  but 
nature  does  not  furnish  pure  sugar  nor  candy.  The  natural 
food  to  satisfy  the  craving  for  sweet  is  sweet  fruits.  This 
is  much  better  than  eating  sugar  or  candy,  because  the  fruits 
furnish  sugar  and  at  the  same  time  are  an  important  source 
of  mineral  elements  and  vitamines.  Sugar  contains  no 
mineral  elements  nor  vitamines,  and  if  too  much  of  the  energy 
is  obtained  from  it  there  is  danger  of  a  deficiency  of  some  one 
of  these  important  elements.  This  is  the  reason  the  amount 
of  sugar  should  be  limited.  Molasses  wiU  add  considerable 
iron  and  calcium,  and  since  it  is  a  good  laxative  will  help  to 
overcome  constipation.  Its  use  is  to  be  reconunended,  but 
there  is  danger  in  using  it  too  freely. 

Fat  is  needed  by  every  one.  Fat  is  excellent  as  a  source 
of  energy,  but  it  cannot  be  taken  in  such  large  quantities 
as  either  bread  or  cereal  without  interfering  with  digestion. 
Many  foods  contain  more  fat  than  we  realize.  Hence 
those  which  are  practically  clear  fat  should  hardly  be  relied 
upon  to  provide  more  than  from  200  to  300  Calories  a  day 
for  Dick  and  Clare,  and  from  300  to  500  for  the  adults. 
Dick  and  Clare  must  have  butter  or  milk  fat  in  some  form, 
for  the  growth-stimulating  vitamine  that  it  contains.  Al- 
though eggs  and  green  vegetables  contain  this  same  substance, 
it  is  probable  that  the  diet  will  not  contain  enough  of  it 
without  some  milk  or  butter  or  a  combination  of  the  two. 

Cottonseed,  olive,  com,  and  peanut  oils  are  all  good 
sources  of  energy,  but  with  the  possible  exception  of  com  oil 
do  not  contain  any  important  amount  of  the  growth-pro- 
moting substance ;  hence  they  should  not  be  used  in  place 


132  DIETETICS   FOR   HIGH   SCHOOLS 

of  butter  where  there  is  a  minimum  of  milk.  Peanut  butter 
provides  oil  in  addition  to  protein  and  mineral  elements,  and 
is  therefore  a  comparatively  cheap  form  of  energy. 

Nuts  are  better  for  adults  than  for  children.  The  food 
value  of  nuts  in  general  is  high,  and  they  may  very  properly 
replace  meat  to  any  desired  extent  in  the  meals  of  adults. 
It  is  claimed  by  some  that  they  are  hard  to  digest,  but  this  is 
probably  due  either  to  insufficient  mastication  or  to  eating 
them  at  a  time  when  that  distressed  feeling  in  the  stomach 
is  its  only  way  of  saying  that  it  is  already  overworked. 

Nuts  play  such  a  small  part  in  the  diet  of  children  it  seems 
hardly  necessary  to  mention  them  in  this  connection,  except 
to  say  that,  with  the  exception  of  peanut  butter,  children 
under  seven  ought  not  to  be  allowed  to  eat  them.  They 
are  apt  not  to  chew  them  well,  and  when  not  thoroughly 
chewed,  nuts  are  hard  to  digest.  This  difficulty  is  obviated 
with  the  peanut  butter,  as  it  is  already  in  a  very  fine  state. 
Its  food  value  is  high,  and  peanut  butter  sandwiches  are 
excellent  for  luncheons. 

Water  is  highly  recommended.  Water  has  not  been 
mentioned  throughout  the  whole  chapter,  but  it  is  very 
important  nevertheless  and  should  be  taken  freely  between 
meals  by  both  children  and  adults.  In  the  majority  of 
cases  there  is  no  reason  why  water  may  not  be  taken  with 
the  meals,  but  it  should  not  be  used  to  wash  food  down. 
One  or  two  cups  at  mealtime  is  probably  a  good  aid  in  diges- 
tion, provided  it  does  not  take  the  place  of  thorough  chewing 
of  the  food.  Water  is  absolutely  essential,  and  the  advice 
of  all  physicians  is  to  drink  plenty  of  it. 

The  important  points  to  be  remembered  are  that  the  food 
of  all  children  should  be  selected  so  as  to  meet  the  needs  of 
growing  boys  and  girls.  It  should  provide  all  growing  ma- 
terials in  proper  amounts ;  it  should  be  easy  to  digest,  well 
cooked,  and  given  at  regular  hours. 


FOOD  FOR  SCHOOL  CHILDREN  AND  ADULTS    133 

PROBLEMS 

73.  Plan  a  day's  meals  for  Dick  and  Clare  conforming  to  all 

the  above  suggestions.  Prepare  these  meals.  Would  they 
be  suitable  meals  for  girls  and  boys  of  your  age?  If  not, 
how  might  they  be  modified  to  make  them  so? 

74.  Plan  and  cook  for  the  Irving  family  a  Sunday  dinner  suitable 

in  all  respects  for  children  and  adults.  What  difficulties 
do  you  encounter?  Record  them  and  look  for  the  solution 
in  the  next  chapter. 

REFERENCES 

Feeding  the  Family,  Chapters  VIII  and  IX ;   Appendix,  Table  III, 

pages  355  to  425.     Rose,  Mary  S.     Macmillan  Company. 
Food  and  Household  Management,  Chapter  XVIII,  pages  307  to 

317.     Kinne  and  Cooley.     Macmillan  Company. 
Food  and  its  Preparation,  Chapters  VII,  VIII,  IX,  X,  XII,  XIII, 

XIV,  and  XV.     Dowd  and  Jameson.     Wiley  and  Sons. 
Food  for  School  Boys  and  Girls.     Rose,  Mary  S.    Teachers  College 

Bulletin  No.  23. 


CHAPTER  X 
PLANNING  THE  MEALS  FOR  A  FAMILY 

Mrs.  Irving  found  the  preparation  of  food  much  more 
interesting  and  much  less  like  drudgery  when  she  realized 
that  there  was  something  vital  in  the  planning  of  meals. 
She  said  the  feeding  of  a  family  reminded  her  of  the  "  plan- 
ning of  a  house,"  where  plans  must  be  carefully  made  to 
provide  for  all  the  needs  of  its  various  uses,  without  waste 
of  material  or  energy. 

The  feeding  of  a  family  should  include  a  plan  of  the  needs 
of  the  family  in  terms  of  Calories,  protein,  phosphorus, 
calcium,  and  iron,  with  an  estimate  of  the  amount  of  food 
required  to  provide  this  material.  The  food  should  be 
selected  with  regard  also  to  its  vitamine  values,  rariety, 
and  flavor.  It  should  l)e  prepared  in  a  digestible,  palatable, 
and  attractive  manner. 

Mrs.  Irving  *s  Food  Problem 

In  planning  the  meals  for  her  family,  Mrs.  Irving  had  to 
consider  the  following  conditions : 

Mr.  Irving,  a  salesman,  was  45  years  old  and  weighed 
145  pounds.  He  had  a  good  appetite  and  enjoyed  hearty 
meals,  but  his  work  was  Ught. 

Mrs.  Irving  was  40  years  old,  weighed  135  pounds,  and 
did  the  housework  with  the  exception  of  the  washing  and  the 
heavy  cleaning.  She  was  not  very  strong  and  frequently 
did  not  eat  much  because  the  meals  prepared  were  heartier 
than  she  could  digest. 

134 


PLANNING  THE   MEALS  FOR  A  FAMILY        135 

Grandma  Irving,  who  was  72  years  old,  weighed  120 
pounds  and  had  trouble  with  her  stomach,  though  she  ate 
practically  everything  served  for  the  rest  of  the  family.  She 
helped  with  the  light  work  and  the  mending. 

There  were  Tom,  Alice,  Clare,  and  Dick,  who  were  at 
school,  and  Jack  and  baby  Betty,  not  yet  of  school  age. 

Mrs.  Irving  estimated  the  food  requirement  of  her  family 
to  be  as  follows : 


Tablb  XXIV. 

—  The  Food  Requirements  of  the  Irvino  Family 

Agb 

Weight 

OCCDPATION 

Cauo- 

RIEH 

Pro- 
tein 

Cal- 

CltJll 

Phob- 

PHO- 
RDS 

Iron 

t/eart 

pounds 

grams 

grama 

grams 

grams 

Mr. 

Irvint . 

45 

145 

Salesman 

2800 

73 

0.66 

1.45 

0.016 

Mrs. 

Irving . 

40 

135 

Hoiisework 

2800 

68 

0.61 

1.35 

0.014 

Grandma 

Irving . 

72 

120 

Very  light 
work 

1670 

60 

0.54 

1.20 

0.012 

Tom   .     . 

IG 

170' 

High  school 

3000 

75 

0.75 

1.50 

0.018 

Alice  .     . 

14 

90 

High  school 

2200 

55 

0.55 

1.10 

0.013 

Clare .     . 

10 

65 

In  school 

1900 

48 

0.48 

0.95 

0.012 

Dick  .     . 

7 

40 

In  school 

1800  2 

45 

0.45 

0.90 

0.011 

Jack    . 

3 

34 

1300 

33 

0.33 

0.65 

0.008 

Betty 

1 

20 

1000 

25' 

0.20 

0.40 

0.005 

Totals  for  the  day 

18470 

482 

4.56 

9.50 

0.108 

This  was  her  problem :  to  plan  attractive  and  digestible 
meals  providing  about  18,000  to  19,000  Calories,  about  500 
grams  of  protein,  at  least  4.50  grams  of  calcium,  about  9 
to  10  gi'ams  of  phosphorus,  and  at  least  0.110  gram  of  iron 
every  day. 

1  Although  Tom's  actual  weight  is  170  pounds,  his  food  requirement  is  es- 
timated according  to  the  average  weight  for  a  boy  of  his  age,  which  is  120 
pounds. 

'  Because  Dick  is  underweight  he  needs  extra  food. 

'Ten  per  cent  of  the  Calories  from  the  protein. 


136  DIETETICS   FOR   HIGH   SCHOOLS 

It  is  obviously  out  of  the  question  for  any  woman  with  a 
family  as  large  as  the  Irving  family  to  sit  down  and  figure 
out  each  day  the  exact  amount  of  food  required  to  furnish 
the  exact  amount  of  these  foodstuffs,  but  Mrs.  Irving  wisely 
thought  it  would  be  well  to  work  out  careful  plans  for  two 
or  three  days.  In  this  way  the  composition  of  foods  and  the 
effect  of  each  on  the  total  food  value  of  the  diet  became  so 
familiar  to  her  that  she  was  able  to  judge  whether  the  meals 
were  well-balanced  or  not  without  detailed  planning.  Her 
experiences  and  conclusions  are  given  here  with  the  hope 
that  the  readers  of  this  book  may  find  a  few  suggestions  for 
the  planning  of  then*  meals. 

Mrs.  Irving  Planned  Her  Meals  Systematically 

The  first  step  was  an  inventory  as  it  were  of  the  food  prod- 
ucts in  relation  to  the  needs  of  the  body. 

The  Inventory 

1.  The  children  must  have  plenty  of  milk  for  growth. 
Milk  is  by  far  the  best  food  from  which  to  obtain  both  cal- 
cium and  vitamines  in  the  quantities  needed  by  either  chil- 
dren or  adults. 

2.  Grain  products,  fats,  and  sugars  are  the  chief  sources 
of  energy.  Fat  and  sugar  are  practically  without  protein 
or  mineral  elements  and  must  not  be  depended  upon  for 
energy  to  any  great  extent.  Where  economy  is  desirable, 
grain  products  should  occupy  a  prominent  place  in  the  diet. 
Those  made  from  whole  grains  are  preferable  because  of 
their  better  mineral  and  vitamine  content,  and  the  more 
one  depends  upon  grain  products,  the  more  important  it 
becomes  to  select  those  foods  rich  in  these  substances. 

3.  Vegetables  and  fruits  must  be  used  freely  to  provide 
mineral  elements  and  vitamines.    There   should  be  some 


PLANNING   THE   MEALS   FOR  A   FAMILY        137 

leafy  vegetable  three  or  four  times  a  week  to  provide  the 
fat-soluble  vitamine.  Children  under  five  should  have  fresh 
fruit,  though  not  necessarily  uncooked. 

4.  Foods  rich  in  iron  should  be  used  freely. 

5.  Foods  in  season  should  be  used  for  the  sake  of  economy. 

6.  Where  there  is  only  one  person  to  do  the  work,  the 
foods  served  to  adults  should  be  such  that  the  meals  of  the 
children  may  be  selected  from  them. 

Planning  the  Meals 

In  planning  the  meals  milk  was  Mrs.  Irving's  first  con- 
sideration. There  was  a  quart  a  day  each  for  Betty,  Jack, 
Dick,  and  Clare,  one  half  quart  each  for  Alice  and  Tom, 
and  another  quart  to  be  divided  between  Mr.  Irving, 
grandma,  and  herself.  This  made  six  quarts.  It  seemed 
like  a  large  amount,  but  since  it  was  so  important  for  the 
health  of  the  children  Mrs.  Irving  preferred  to  economize 
on  something  else.  Of  the  entire  amount  of  foodstuffs 
required  for  the  day,  this  amount  of  milk  furnished  3768 
Calories,  180  grams  of  protein,  6. .5  grams  of  calcium,  5.05 
grams  of  phosphorus,  and  .013  gram  of  iron.  Mrs.  Irving 
recorded  this  in  a  table  similar  to  the  one  on  page  141. 

From  force  of  habit  she  allowed  three  pounds  of  meat  for 
the  family,  but  as  this  seemed  to  make  the  protein  too  high, 
she  compromised  between  what  she  thought  the  family  would 
like,  and  what  they  needed,  by  using  only  one  pound  of  solid 
meat.  This  one  pound  of  meat  did  not  seem  very  bountiful 
for  seven  people,  but  combined  with  two  pounds  or  so  of 
rice  and  some  left-over  vegetable,  it  made  a  very  attractive 
dish.  The  rice  was  cooked,  mixed  with  the  chopped  meat 
and  some  carrot  that  had  been  left  from  the  day  before, 
and  the  loaf  baked  in  the  oven  for  a  half  hour.  Mrs.  Irving 
had  made  a  similar  dish  once  before  when  there  was  a  small 


138  DIETETICS   FOR   HIGH   SCHOOLS 

amount  of  cooked  meat  left  over,  and  Tom  had  said  at  that 
time,  "  My,  but  that's  good,  mother !  Why  didn't  you  ever 
have  it  before?  "  Before  the  rice  was  mixed  with  the  meat 
Mrs.  Irving  took  some  of  it  out  for  Betty ;  Jack  had  some 
of  the  rice  cooked  with  the  meat  but  with  the  meat  removed. 
She  and  Grandma  Irving  would  eat  some  meat  and  a  larger 
amount  of  rice. 

Her  next  concern  was  to  get  something  to  make  the  dietary 
richer  in  iron.  The  family  was  very  fond  of  cauliflower, 
but  that  was  out  of  season,  asparagus  was  too  expensive, 
cucumbers  were  hard  to  digest.  But  spinach  was  in  season, 
it  contained  iron  and  the  fat-soluble  vitamine,  it  would  go 
well  with  the  meat  loaf,  the  whole  family  including  Betty 
and  grandma  could  eat  it,  so  spinach  was  the  choice  for  a 
vegetable.  Oatmeal  had  now  become  their  regular  cereal 
for  breakfast,  and  this  too  contained  more  iron  than  did 
most  other  cereals.  Then  gingerbread,  made  with  molasses, 
added  still  more  to  the  iron  content  of  the  meal  and  provided 
a  sweet  dish  to  help  allay  the  craving  that  many  have  when 
meat  is  wholly  or  partially  withdrawn  from  the  diet. 

Potatoes  were  not  needed  for  dinner,  but  they  helped 
out  for  supper,  increasing  both  the  energy  and  the  mineral 
elements  without  unduly  increasing  the  protein.  They  are 
good  either  creamed,  escalloped,  or  baked,  but  Mrs.  Irving 
decided  to  cream  them  so  as  to  use  some  of  the  cream  sauce 
on  graham  bread  toast  for  Betty  and  Jack.  Prunes,  in  prune 
pudding  for  supper  dessert,  provided  the  fruit  for  the  day, 
added  more  iron,  and  supplied  in  a  very  harmless  form  the 
sweetness  all  children  crave. 

By  the  time  Mrs.  Irving  had  the  food  value  of  these  foods 
calculated,  she  found  the  energy  higher  and  the  protein 
just  a  little  lower  than  she  had  planned;  but  instead  of 
adding  more  meat  to  increase  the  protein,  which  was  her  first 
impulse,  she  decided  it  would  give  more  variety  to  the  meals 


PLANNING   THE   MEALS   FOR  A   FAMILY        139 

to  scramble  five  eggs  with  a  quantity  of  crumbs  made  from 
graham  bread  toast  for  breakfast.  Then  by  reducing  the 
rice  in  the  meat  dish  to  one  pound  and  three  quarters,  the 
proportion  of  energy  was  made  correct. 

The  only  thing  that  had  to  be  made  extra  for  the  children 
was  the  custard,  a  little  of  which  was  given  to  Betty  at  noon, 
and  the  rest  to  Jack  for  his  supper.  With  an  orange  for 
Betty  and  Jack,  the  meals  as  planned  are  shown  in  Table 
XXV,  with  the  food  values  calculated  in  Table  XXVI. 

Although  the  food  values  were  slightly  higher  than  the 
estimated  amounts,  this  was  an  error  on  the  right  side  of 
the  equation,  as  the  chances  were  that  some  of  the  meat 
loaf,  or  the  spinach,  or  the  potato  would  be  left  to  go  toward 
the  food  value  of  the  following  day's  meals. 

When  Mrs.  Irving  figured  up  the  cost  of  the  food  for  the 
day,  she  could  hardly  believe  her  eyes.  It  was  more  than  a 
dollar  less  than  she  had  been  in  the  habit  of  spending.  This 
seemed  unbelievable !  She  had  written  down  the  six  quarts 
of  milk  with  determination,  as  she  knew  the  children  needed 
it,  but  she  had  done  it  in  fear  and  trembling,  expecting  her 
food  bill  to  be  much  higher  in  consequence. 

As  she  was  curious  to  see  how  the  food  value  of  the  meals 
she  had  been  in  the  habit  of  preparing  compared  with  this 
one  she  worked  out  a  typical  one,  and  the  results  are  shown 
in  Table  XXVII. 

PROBLEM 

75.  Prepare  the  meals  carefully  planned  by  Mrs.  Irving  for  her 
family.  Calculate  the  cost  of  these  meals.  Calculate  the 
cost  of  the  day's  meals  not  planned  according  to  food  values. 
Which  are  cheaper? 

Is  Appetite  a  Reliable  Guide? 

As  Mrs.  Irving  compared  the  two  diets,  she  saw  that  her 
former  meals  were   below  requirements  in  some   respects 


140 


DIETETICS   FOR   HIGH   SCHOOLS 


Table  XXV.  —  A  Day's  Meals  Planned  to  Provide  for  the 
Needs  of  Each  Member  of  the  Irving  Family 


Betty 

Jack 

Dick 

AND 

Clare 

AlilCE 
AND 

Tom 

Mr.  and  Mrs. 

AND  Grandma, 

Irving 

Breakfast 

Oatmeal 

Oatmeal 

Oatmeal 

Oatmeal 

Oatmeal 

Top  milk 
Small 

Top  mUk 
Scrambled 

Top  milk 
Scrambled 

Top  mUk 
Scrambled 

Top  mUk 
Scrambled 

amount  of 
scrambled 

egg 
Bread  and 

egg 
Bread  and 

egg 
Bread  and 

egg 
Bread  and 

egg 

butter 

butter 

butter 

butter 

Toast 

MUk  to 

MUk  to 

MUk  to 

Coffee 

Milk  to 

drink 

drink 

drink 

Top  mUk 

drink 

(small  cup) 

Sugar 

9  A.M. 

Orange  juice 

Orange 

Jlftd- 

mormng 
luncheon 

Graham 
bread 
MUk 

Dinner 

Boiled  rice 

Rice    from 

Rice  and 

Rice  and 

Rice  and 

MUk 

the  meat 

meat 

meat 

meat 

Toast 
Baked 

loaf 
Spinach 

Spinach 
Bread  and 

Spinach 
Bread  and 

Spinach 
Bread  and 

custard 

Toast 

butter 

butter 

butter 

MUk  to 
drink 

MUk  to 
drink 

Ginger- 
bread 

Ginger- 
bread 

Custard 

Water  to 
drink 

Water  to 
drink 

Supper 

Graham 

Graham 

Creamed 

Creamed 

Creamed 

bread 

toast 

bread 
toast 

potato 
Bread  and 

potato 
Bread  and 

potato 
Bread  and 

Cream 

Cream 

butter 

butter 

butter 

sauce 

sauce 

Prune 

Prune 

Prune 

MUk 

MUk 
Prune 
pudding 

pudding 
MUk 

pudding 
Milk  to 

drink 
(small  cup) 

pudding 
Tea 

PLANNING  THE  MEALS  FOR  A  FAMILY       141 


Table  XXVI.  —  The  Food  Value  of  the  Meals  Given 
IN  Table  XXV 


Cai/- 

Pro- 
tein 

Cad- 

CIUM 

Phob- 

PHORDS 

Iron 

OBIE8 

(Grams) 

(Grams) 

(Grams) 

(Grams) 

Food  Requirementb 

OF  THE  Irvino 

FamuiT 

Dailt  EanuATED  Requdusment 

18500 

480 

4.60 

9.50 

0.110 

Supplies-  General 

MUk      .     .     . 

6qt. 

3768 

180 

6.56 

5.05 

0.013 

Bread 

white     .     . 

lib. 

1174 

42 

0.13 

0.41 

0.004 

graham  . 

lib. 

1180 

40 

0.24 

0.99 

0.011 

Fat  .... 

12  oz. 
6  oz. 

2616 
680 

3 

Sugar    .     .     . 
Breakfast 

Oatmeal    .     . 

12  oz. 

1352 

57 

0.23 

1.34 

0.013 

Oranges     ,     . 

2 

150 

2 

0.13 

0.06 

0.001 

Eggs»    ,     .     . 

6 

446 

41 

0.20 

0.55 

0.009 

Dinner 

Meat     .     .     . 

lib. 

867 

86 

0.05 

0.93 

0.013 

Ricje      .     .     . 

If  lb. 

2784 

73 

0.03 

0.75 

0.007 

Carrots      .     . 

10  OB. 

106 

3 

0.13 

0.11 

0.001 

Spinach     .     . 

2  1b. 

216 

19 

0.61 

0.62 

0.033 

Gingerbread  . 

1460 

24 

0.44 

0.09 

0.015 

Supper 

Potatoes    .     . 

3  1b. 

912 

24 

0.15 

0.63 

0.014 

Flour    .     .     . 

2oz. 

200 

6 

0.01 

0.05 

0.001 

Prunes  .     .     . 

^Ib. 

580 

4 

0.10 

0.20 

0.006 

Totals 

18491 

604 

9.01 

11.78 

0.141 

and  higher  in  others.  The  energy  was  high  and  the  mineral 
elements  were  comparatively  low.  Had  the  amount  of 
food  been  only  just  enough  to  satisfy  the  energy  needs  of 
the  family,  the  mineral  elements  would  have  been  sadly 
deficient.  The  cost  was  also  high,  so  that  there  had  been 
waste  of  both  food  and  money  in  trying  to  get  what  the  sys- 

'  Includes  egg  for  custard. 


142 


DIETETICS   FOR   HIGH   SCHOOLS 


Table   XXVII.  —  The   Food   Value    op    Meals   Planned    by 
Mrs.  Irving  where  Calculations  Had  Not  Been  Made 


Cai^ 

Pro- 
tein 

Cal- 
cium 

Phos- 
phorus 

Iron 

ORIEB 

(Grains) 

(Grams) 

(Grains) 

(Grams) 

Food  Requirements 

QuANTrrr 

OF  THE  Irving 

Family 

Daily  Estimated  Requirement 

18000 

480 

4.50 

9.50 

O.IIO 

General  supplies 

MUk      .     .     . 

2qt. 

1256 

60 

2.19 

1.68 

0.004 

Bread,  white  . 

lib. 

1174 

42 

0.13 

0.41 

0.004 

Butter  and  fat 

lib. 
Ulb. 

3488 
2721 

5 

Sugar    ,     .     . 
Breakfast 

Cream  of 

wheat     .     . 

ilb. 

802 

25 

0.05 

0.28 

0.002 

Cream  (18%) 

i  pint 

440 

6 

0.22 

0.19 

.     .     . 

Eggs     .     .     . 

6 

447 

41 

0.20 

0.55 

0.009 

Bananas    .     . 

7 

700 

9 

0.06 

0.28 

0.005 

Luncheon 

Potatoes    .     . 

Ulb. 

456 

12 

0.07 

0.32 

0.007 

Tomatoes  .     . 

31b. 

309 

12 

0.16 

0.35 

0.005 

OU    .     .     .     . 

ilb. 
lib. 

2041 
1600 

Cake     .     .     . 

32 

0.18 

0.56 

0.006 

Dinner 

Lamb  chops  . 

2  1b. 

2850 

167 

0.10 

1.80 

0.025 

Potatoes    .     . 

2  1b. 

608 

16 

0.10 

0.42 

0.009 

Beets    .     .     . 

lib. 

167 

6 

0.11 

0.14 

0.002 

Tapioca     .     , 

^Ib. 

804 

1 

0.03 

0.20 

0.004 

Apples  .     .     . 

lib. 

107 

1 

0.01 

0.02 

0.001 

Totals 

19970 

435 

3.61 

7.20 

0.083 

"Extras"  eaten 

during  the  day 

Candy  .     .     . 

fib. 
lib. 

1413 
1600 

8 
32 

Cake     .     .     . 

0.18 

0.56 

0.006 

Apples  .     .     . 

21b. 

428 

4 

0.04 

0.08 

0.004 

Meals  and  "extras " 

23411 

479 

3.83 

7.84 

0.093 

PLANNING  THE  J^IEALS  FOR  A  FAMILY        143 

tern  needed.  Mrs.  Irving  realized  that  in  the  past  her  chief 
idea  had  been  to  give  them  something  to  satisfy  the  appetite. 
This  method  had  proved  to  be  expensive.  There  was  also 
too  much  of  a  chance  for  error  in  working  without  a  plan. 
Therefore  she  concluded  that  in  the  future  she  would  not 
risk  the  health  of  her  children  by  any  uncertain  methods, 
but  would  give  careful  thought  to  the  planning  of  the  family's 
dietary. 

A   Practical   Method    for   the   Planning    of   Well- 
Balanced  Meals 

The  conclusions  Mrs.  Irving  gathered  from  her  accurate 
plans  are  as  follows : 

In  order  that  one  may  be  sure  of  getting  all  the  materials 
needed  by  the  body  for  growth,  repair,  regulating,  and  energy, 
the  diet  should  contain  : 

1.  Milk."     1  quart  for  each  child  under  two  years  of  age. 

At  least  one  half  quart  for  each  child  from  two  to  five  years 

of  age  and  a  quart  wherever  possible. 
At  least  one  third  of  a  quart  for  every  person  over  five  and 

as  much  more  as  can  be  afforded. 

2.  Grain  Products  Amount  depending  on  the 

activity  of  the  person 
For  children  under  two  years  of  * 

age 1-3    oz.  a  day 

For  children  from  two  to  five     .  2-5    oz.  a  day 

For  children  from  five  to  twelve  5-9    oz.  a  day 

For  those  over  twelve  years  .     .  9-16  oz.  a  day 

3.  Meat  or  its  equivalent  No  meat  needed  and 

For  children  under  five      ...     no  meat  should  be  given. 
For  children  from  five  to  ten      .     not  more  than   1-2  oz. 

should  be  given. 

>  Rose,  M.  S.,  of  Teachers  College,  New  York  City,  recommends  1  quart 
of  milk  a  day  until  the  child  is  6  years  old,  at  least  a  pint  from  6  to  16  years 
of  age,  and  at  least  one  half  pint  thereafter. 


144  DIETETICS  FOR  HIGH   SCHOOLS 

(a)  Meat    For  children  from  ten  to 

Fish  fourteen not  more  than  2-3  oz. 

should  be  given. 
All  people  over  fourteen  years   .     not  more    than   2-6  oz. 

should  be  given. 

(b)  Eggs     For  children  under  five 

years 3-5  a  week. 

Eggs  are  better  than  meat  for  all  children  and  may  be 
substituted  for  it  entirely. 

(c)  Peas  These  may  be  used  in  place  of  a  part  or  all  of  the 
Beans  meat  as  a  source  of  protein,  but  there  should  be 
Cheese        plenty  of  milk  with  the  beans  and  peas. 

4.  Vegetables 

Serve  at  least  two  vegetables  every  day,  one  of  which  should 
usually  be  potatoes,  with  a  leafy  vegetable  three  or  four 
times  a  week  or  as  much  oftener  as  possible. 

5.  Fruit 

Serve  fruit  at  least  once  every  day.  Dried  fruit  may  be 
used  for  adults,  but  there  should  be  fresh  fruit  three  or 
four  times  a  week  for  the  children  under  five. 

6.  Sweets 

Have  a  sweet  dessert  once  or  twice  a  day  if  desired,  but 
serve  very  little  if  any  clear  sugar  as  on  cereals. 

7.  Fats 

Use  two  to  three  ounces  of  fat  (purchased  as  such)  for  each 
person  over  five,  the  amount  depending  on  the  age. 

If  a  meal  contains  the  right  foods  in  the  right  proportions, 
and  if  each  person  eats  enough  to  maintain  a  normal  weight, 
has  good  color  in  his  cheeks,  a  sparkle  of  health  in  the  eye, 
and  has  good  resistance,  one  need  feel  no  further  concern 
about  the  quantity  eaten. 

Combinations  for  Meals 

The  maimer  of  combining  foods  is  not  so  essential  as  the 
foods  themselves.  A  meal  may  be  a  several  course  dinner 
or  it  may  consist  of  but  one  dish,  but  to  be  ideal  each  meal 
should  contain  all  the  foodstuffs  needed.     It  may  be  bread 


PLANNING   THE   MEALS   FOR  A  FAMILY        145 

and  milk.  Whole  wheat  bread  is  to  be  preferred,  but  if 
white  bread  is  served  there  should  be  something  with  it  to 
increase  the  iron.  A  meal  may  consist  of  soup  alone,  but 
if  so  there  should  be  plenty  of  cereals  and  vegetables  in  it 
to  provide  energy,  as  there  is  danger  of  deficiency  in  energy 
where  one  depends  too  much  upon  a  liquid  diet. 

There  are  a  few  suggestions  that  it  is  well  to  keep  in  mind 
when  planning  meals : 

There  should  be  only  one  heavy  protein  dish  in  any  one 
meal. 

There  should  always  be  plenty  of  energy,  vitamines,  and 
iron  at  each  meal. 

Clear  soups  are  expensive.  Their  chief  function  is  to 
stimulate  a  "  lazy "  appetite.  They  should  not  be 
given  to  children  as  a  regular  diet.  The  capacity  of 
the  stomach  of  a  child  is  limited,  and  there  is  danger 
that  he  will  not  get  all  the  energy  needed  when  too 
much  soup  is  eaten. 

A  thin  soup  and  cocoa  make  a  poor  combination  for  the 
reason  just  stated.  A  thin  soup  and  a  fruit  salad 
make  a  combination  deficient  in  energy  and  protein. 
With  a  soup  it  is  far  better  to  have  a  cereal  or  custard 
dessert  containing  concentrated  food  value. 

A  cream  soup,  a  heavy  meat  dish,  and  an  egg  or  milk 
dessert  make  a  poor  combination. 

A  cream  soup  with  a  hearty  dessert  is  sufficient  for  a 
meal  provided  they  supplement  one  another  in  food 
value. 

Meals  Should  be  Served  Attractively 

Other  important  considerations,  especially  for  school 
children,  are  the  regularity  with  which  meals  are  eaten 
and  the  manner  in  which  the  food  is  served.    Food  that 


146  DIETETICS   FOR   HIGH    SCHOOLS 

should  appeal  to  the  appetite  might  be  served  in  such  a  way 
as  to  make  it  seem  quite  unappetizing.  Milk  served  in  a 
plain  white  cup,  with  some  toast  on  a  clean  white  plate 
and  a  neatly  cut  piece  of  butter  at  the  side,  and  all  on  a 
white  cover  (it  may  be  very  cheap  white  muslin,  or  it  may  be 
clean  oilcloth,  or  it  may  be  clean  white  paper)  may  be  much 
more  appetizing  than  a  costly  luncheon  served  unattractively. 
Dishes  and  table  as  well  as  food  should  be  kept  clean,  not 
only  for  sanitary  reasons,  but  for  the  psychological  effect 
it  has  on  the  eye,  which  in  turn  is  reflected  in  the  nerves  to 
the  stomach.  It  may  not  be  possible  to  have  expensive 
dishes,  silver,  and  linen,  but  it  is  always  possible  to  keep 
those  one  has  clean  and  shining. 

PROBLEMS 

76.  Plan  a  series  of  one-dish  meals  where  the  one  dish  contains 

the  desired  amount  of  energy-producing  foods,  protein, 
mineral  elements,  and  vitamines  for  a  family  of  four.  Let 
the  various  members  of  the  class  prepare  these  dishes, 
compare,  and  serve  them  in  an  attractive  manner. 

77.  Plan,  prepare,  and  serve  a  day's  meals  for  the  family  of  some 

member  of  the  class,  applying  all  suggestions  and  rules 
given  throughout  the  chapter. 

The  Score  Card,  a  Means  of  Judging  the  Relative 
Merits  of  a  Meal 

There  are  various  factors  to  be  considered  in  judging  the 
relative  merits  of  two  or  more  meals.  If  each  student  in 
the  class  were  to  prepare  a  meal  as  a  test  of  her  ability  to 
plan,  purchase,  and  prepare  the  meals  for  a  family,  and  if 
the  teacher  were  to  give  each  a  mark,  she  would  doubtless 
have  some  difficulty,  because  there  would  be  favorable  and 
unfavorable  points  about  each  one.  Therefore  the  following 
score  card  has  been  devised  whereby  the  various  points 
are  marked  according  to  a  score  : 


PLANNING  THE  MEALS  FOR  A  FAMILY        147 

Score  Card 

I.    Planning  the  meal 70  points 

Energy  —  30  points 

Considering  the  ages,  weights,  and  occupations  of  the 
various  members  of  the  family,  is  the  energy  of  the 
diet  sufficient? 
Protein —  10  points 

Is  the  protein  suitable  in  kind  and  amount? 
Mineral  elements —  10  points 

Is  there  a  generous  supply  of  the  foods  providing  the 
necessary  mineral  elements? 
Vitamines  —  10  points 

Are  the  vitamines  provided? 
Digestibility  and  bulk  —  10  points 
Is  the  food  sufficiently  bulky? 
Is  the  food  easy  of  digestion? 

II.    Purchasing  of  the  food 10  points 

Is  the  food  fresh  and  of  good  quality  ? 

Is  there  a  good  return  for  the  money  spent  for  the  food  ? 

Is  the  food  adapted  to  the  family  income  ? 

III.    Preparation  and  service  of  the  food 20  points 

Is  the  food  properly  cooked  and  in  a  digestible  manner? 
Are  combinations  of  food  pleasing  to  the  appetite  and  to  the 

eye? 
Is  the  food  properly  and  attractively  served  ? 

PROBLEM 

78.   With  the  aid  of  the  above  score  card,  score  the  meals  planned 
in  Problems  75  and  77. 

REFERENCES 

Feeding  the  Family,  Chapters  XII  and  XIV.  Rose,  M.  S. 
MacmiUan  Co. 

Food  and  Health,  Chapters  IV  and  V.  Kinne  and  Cooley.  Mac- 
miUan Co. 

How  to  Select  Foods,  Farmers'  Bulletins,  Nos.  808,  817,  and  824. 
U.  S.  Department  of  Agriculture. 

Lessons  in  Cookery,  Book  I,  Part  III.  Stewart,  Frances.  Rand, 
McNally  and  Co. 

Some  Food  Facts  to  Help  the  Housewife  in  Feeding  the  Family.  Rose, 
M.  S.     Teachers  College  Bulletin  No.  27, 


CHAPTER  XI 

THE   MARKET   ORDER  AND   ECONOMY   IN   BUYING 

Alice  Does  the  Marketing 

During  the  summer  vacation,  Alice  was  to  be  initiated 
into  the  secrets  of  wise  buying  and  the  family  market  order. 
She  was  to  plan  the  meals,  buy  the  food  for  the  family  for 
a  certain  amount  each  week,  make  sure  that  the  food  require- 
ments of  the  family  were  satisfied,  and  hand  to  her  mother 
at  the  end  of  each  week  an  itemized  bill  of  expenses.  The 
only  condition  imposed  was  the  use  of  at  least  six  quarts 
of  milk  a  day. 

As  Mrs.  Irving  looked  back  over  the  last  eighteen  years 
during  which  she  had  been  responsible  for  the  feeding  of  a 
famil}'-,  her  method  of  planning  the  meals  and  of  marketing 
seemed  like  a  bit  of  "  hit  or  miss  "  drudgery.  There  was 
not  that  feeling  of  satisfaction  which  should  be  the  reward 
of  work  well  done.  Many  a  pleasant  afternoon  out  had 
been  spoiled  by  the  annoying  query  all  the  way  home  as  to 
what  she  was  going  to  have  for  dinner,  and  whether  there 
was  any  of  this  or  that  in  the  house.  Then  with  the  one 
idea  of  getting  something  easily  prepared,  she  would  start 
for  market  and  go  from  one  place  to  another  only  to  hear 
the  dealer  say,  "  all  out,  madame."  Or  else  she  would 
find  the  stock  picked  over,  a  poor  quality  left,  or  the  price 
more  than  she  could  afford  to  pay,  and  not  knowing  what 
else  to  do  would  buy  the  higher  priced  food  and  try  to  econ- 
omize on  something  that  was  more  essential  than  the  thing 
purchased.    This  "  last  minute  planning  "  was  one  reason 

148 


THE  MARKET  ORDER,   ECONOMY   IN  BUYING      149 

why  she  had  rehed  upon  meat  to  such  an  extent.  Meat  is 
almost  always  obtainable,  and  the  more  expensive  cuts  may 
be  cooked  quickly. 

Planning  Ahejld 

As  Alice,  like  most  novices  in  buying,  thought  it  would  be 
too  much  work  to  plan  in  advance  the  groceries  she  would 
need  for  the  week,  her  mother  decided  that  a  little  experi- 
ence in  planning  both  by  the  day  and  by  the  week  might 
be  valuable  for  purposes  of  comparison.  During  the  first 
week  Alice  planned  the  meals  each  day  with  a  great  deal  of 
care,  calculated  the  exact  quantity  of  each  food  needed,  and 
bought  just  the  right  amount,  sometimes  going  to  market 
two  or  three  times  during  the  day.  Frequently  the  calculat- 
ing of  food  values  was  not  completed  until  evening  after 
the  meals  were  eaten.  Oftentimes  she  would  find  the  family 
had  had  too  little  iron,  or  calcium,  or  more  protein  or  energy 
than  they  needed.  The  protein  was  most  perplexing,  for 
it  was  always  too  high,  and  yet  she  did  not  see  how  it  could 
be  reduced.  At  the  end  of  the  sixth  day  the  money  for  the 
week  gave  out,  and  she  had  to  borrow  from  her  mother. 

Leaks  in  Buying 

When  her  mother  went  over  the  accoimts  at  the  end  of 
the  week,  Alice  was  S3. 00  in  debt.  The  first  item  catching 
her  attention  was  three  pounds  of  meat  on  each  of  the  first 
four  days  of  the  week,  at  from  40  to  60  cents  per  pound. 
In  response  to  her  mother's  suggestion  that  meat  had  not 
only  increased  the  protein  unduly  but  was  also  expensive, 
Alice  replied  that  these  purchases  were  made  at  the  first 
of  the  week  before  she  had  realized  how  quickly  the  money 
was  going  to  give  out.  "  That  is  just  the  reason,"  said  her 
mother,  "  why  it  is  well  to  work  on  a  weekly  basis  so  that 


150  DIETETICS  FOR  HIGH   SCHOOLS 

you  will  be  sure  to  have  as  much  money  for  food  on  the  last 
day  of  the  week  as  on  the  first." 

The  rest  of  the  itemized  bill  showed  that  she  had  bought 
cheese  at  five  different  times  during  the  week,  each  time  get- 
ting only  ten  cents'  worth.  To  calculate  the  food  value  of 
the  cheese,  however,  it  had  been  necessary  to  weigh  it  at 
home,  where  she  found  she  had  received  about  three  and 
one  third  ounces  each  time  for  her  ten  cents.  Her  mother 
asked  her  how  much  it  was  a  pound,  but  it  had  not  occurred 
to  her  to  inquire.  Upon  inquiry  she  found  the  cheese  to 
be  40  cents  a  pound,  although  she  had  been  paying  for  it 
at  the  rate  of  50  cents  a  pound.  Then  her  mother  told  her 
it  is  always  well  to  ask  how  much  things  are  a  pound,  and 
to  ask  for  a  certain  number  of  ounces  or  pounds,  rather  than 
to  tell  how  much  one  has  to  spend.  The  ten  cents  wasted 
on  the  cheese  would  have  bought  two  fine  oranges  for  Betty. 
Betty  had  had  to  go  without  fresh  fruit  several  days  because 
the  funds  were  getting  low.  The  list  in  Table  XXVIII  gives 
an  itemized  account  of  other  similar  leaks  that  had  caused 
her  to  go  into  debt. 

$2.92  multiplied  by  52  makes  $151.84.  Then  a  leakage 
of  S2.92  a  week  means  a  total  loss  for  the  year  of  over  $150, 
which  might  have  been  spent  for  more  food,  or  for  other 
items  of  expense,  or  saved  against  a  "  rainy  day."  Had 
there  not  been  a  standing  order  for  six  quarts  of  milk  daily, 
she  might  have  bought  her  milk  a  pint  at  a  time,  and  would 
thus  have  wasted  still  more  money.  Planning  at  short 
range  is  an  extravagant  use  of  time,  money,  and,  if  food 
value  is  sacrificed  thereby,  of  health. 

Economy  in  Buying 

After  the  experience  just  related  Alice  was  quite  ready  to 
follow  her  mother's  suggestions :  first,  to  calculate  the  food 
value  needed  for  the  whole  week ;  second,  to  plan  the  meals 


THE  MARKET  ORDER,   ECONOMY  IN  BUYING     151 


Table  XXVIII.  —  Leaks  in  Alice's  Grocery  Order 
WHERE  Food  Value  Disappeared 


What  She 
Paid 

What  She 

Shouu) 
Have  Paid 

Loss 

cenla 

cents 

cenla 

Butter  . 

One  pound  of  butter  at  78  ii^ 
a  pound  purchased  in  4 
different  lots.  Each  pur- 

chase cost  20jf  .     .     .     . 

80 

78 

2 

Cheese  . 

One  pound  of  cheese  pur- 
chased in  five   lOff  lots 
with  cheese  at  40  ff  per 

pound      

50 

40 

10 

Eggs 

Six  eggs  purchased  singly  at 
6^  each  when  eggs  were 

66fi  a  dozen      .... 

36 

33 

3 

Macaroni 

One  package   (10  ounces) 
for  15  fi,  making  macaroni 
24{l  a  pound  when  in  bulk 

it  was  12^  a  pound   .     . 

15 

8 

7 

Meat     . 

Six  to  eight  pounds  more 
than  was  necessary,  but 
as  something  else  would 
have    been    substituted 
for  part  of   this,    there 
might  have  been  a  sav- 
ing of  perhaps  $2.40 

240 

Potatoes 

One  and  one  half  pecks  po- 
tatoes purchased  in  three- 
pound  lots  at  4  jf  a  pound, 
when  potatoes  were  45)[f  a 

peck 

96 

68 

28 

Prunes  . 

Two  pounds  of  prunes  at 
19^  a  pound  were  pur- 
chased in  half  pound  lots 

at  10^  each  lot     .     .     . 

40 

38 

2 

Total  waste     .     . 

•     •     • 

$2.92 

in  a  general  way  so  as  to  make  out  the  market  order  for  the 
week ;  and  lastly,  to  buy  the  dry  groceries  all  at  once  and 
save  leaks  in  expense. 


152  DIETETICS   FOR   HIGH   SCHOOLS 

If  there  were  a  standing  weekly  order  for  some  staple 
articles,  such  as  bread,  potatoes,  and  eggs  as  well  as  for 
milk,  this  would  not  only  help  to  make  good  use  of  the  money 
and  tend  to  give  a  well-balanced  diet  without  detailed  cal- 
culation, but  would  help  to  save  time,  and  keep  housekeep- 
ing systematic.  It  also  saves  useless  waste  of  thought 
in  making  the  same  decisions  day  after  day. 

Her  mother  told  her  it  would  be  impossible  to  make 
detailed  plans  for  the  meals  until  she  knew  what  she  would 
have  in  the  way  of  left-overs  or  what  she  could  get  in  the 
way  of  fresh  fruit  and  vegetables  each  day,  but  in  general 
she  said  that  the  changes  would  be  in  the  form  of  substitu- 
tions, such  as  using  peas  instead  of  beans,  or  oranges  for 
apples.  Alice  found  this  all  true  by  experience.  One  day 
she  planned  to  have  fresh  bean  and  carrot  soup,  but  as  the 
beans  were  unobtainable,  and  it  was  too  late  to  cook  dry 
beans,  she  made  the  soup  of  potatoes,  onions,  and  a  little 
cheese  instead. 

With  a  tentative  plan  made  in  advance,  she  went  to  market 
early  in  the  morning  with  a  better  chance  of  getting  the  things 
needed  and  of  having  her  mind  free  for  other  things  for  the 
rest  of  the  day.  When  it  seemed  hard  to  plan  ahead  she 
would  recall  that  her  mother  had  said,  "  It  may  be  hard,  but 
the  successful  person  is  the  one  who  overcomes  difficulties." 

By  the  time  Alice  had  purchased  and  calculated  the  food 
values  of  a  few  weekly  orders  she  could  judge  approximately 
the  amount  of  each  of  the  various  types  of  foods  required 
to  provide  the  proper  kind  of  meals  for  the  family.  She 
soon  became  quite  expert  in  planning  and  buying  on  a  mod- 
erately liberal  food  allowance.  Then  her  mother  reduced 
the  allowance  to  the  point  where  Alice  would  have  to  spend 
every  cent  to  good  advantage  if  the  family  was  to  get  all 
the  nourishment  required.  "  But  with  less  money  to"  spend 
how  am  I  to  get  the  same  number  of  pounds  of  bread,  cereal, 


THE  MARKET   ORDER,   ECONOMY  IN  BUYING      153 

meat,  and  vegetables  I  have  found  to  be  necessary,  and 
how  can  I  get  enough  food  value  for  the  family  without  these 
amounts?  "  asked  Alice.  Her  mother  thought  it  best  for 
her  to  solve  this  problem  for  herself.  Alice  finally  decided 
that  there  were  two  ways  in  which  she  could  try  to  get  the 
same  food  value  for  less  money.  One  of  these  was  to  buy 
less  expensive  meat  and  to  prepare  it  attractively  in  com- 
bination with  vegetables  and  cereals.  The  other  was  to 
buy  those  foods  with  the  most  concentrated  food  value. 

Alice  soon  learned  that  the  more  limited  the  amount  to 
be  spent,  the  more  necessary  a  weekly  plan  if  the  family 
is  to  be  saved  from  eating  nothing  but  bread  and  tea  during 
the  last  two  or  three  days  of  the  week.  She  also  found  the 
more  one  has  to  economize  the  more  the  following  points 
need  to  be  emphasized  : 

1.  Buy  in  quantities  as  large  as  money,  storage  facilities, 

and  keeping  qualities  will  permit. 

2.  Cereals  are   cheaper  when  purchased   in  bulk    (but 

they  should  be  purchased  at  a  clean  store  where 
the  bins  are  mice-proof). 

3.  Ready-to-eat  cereals  are  relatively  expensive. 

4.  Among  the  grain  products,  oatmeal  and  whole  wheat 

flour  have  highest  food  value  because  of  the  high 
ash  content,  especially  iron. 

5.  The  more  one  has  to  economize  the  more  necessary 

it  is  to  use  the  required  amount  of  milk  for  the 
children. 

6.  The  more  one  has  to  economize  the  less  meat  should 

be  used.  The  cheaper  cuts  of  meat  not  only  cost 
less  but  contain  more  food  value  per  pound.  A 
fireless  cooker  will  save  fuel. 

7.  Dried  and  skimmed  milk  may  be  used  to  good  advan- 

tage in  cooking. 


154  DIETETICS   FOR   HIGH   SCHOOLS 

8.  If  canned  vegetables  and  fruits  have  to  be  purchased 

at  the  store  it  should  be  kept  in  mind  that  with  the 
exception  of  canned  spinach  and  an  occasional 
can  of  peas  or  tomatoes,  canned  goods  are  usually 
an  extravagance. 

9.  Dried  fruits  are  more  economical  than  fresh  fruit  for 

adults. 

10.  Very  small  prunes  or  very  large  prunes  are  relatively 

expensive  (the  latter  because  they  command  high 
prices,  the  former  because  they  are  so  largely  stone). 
Those  numbering  60-90  to  the  pound  are  most 
economical. 

11.  At  all  times  it  should  be  kept  in  mind  that  fat  and 

sugar  contain  practically  no  ash  and  the  ash  of  the 
diet  will  be  deficient  where  these  foods  are  depended 
upon  to  furnish  too  large  a  percentage  of  the  energy. 

12.  Molasses  is  imlike  sugar  in  that  it  is  rich  in  both  iron 

and  calcium  and  is  a  good  laxative. 

13.  Butter  substitutes  may  be  used  for  all  persons  over 

five  years  of  age  and  for  children  under  five  where 
the  maximum  amount  of  fresh  milk  and  some 
green  vegetables  are  given  every  day. 

14.  It  is  poor  economy  to  buy  butter  by  the  quarter  of 

a  pound.  If  one  has  no  ice  in  summer,  put  the 
butter  in  a  covered  bowl  or  jar  and  arrange  to  keep 
it  as  suggested  for  milk  on  page  97. 

15.  When  marketing,  specify  the  amount  wanted  of  any 

article  and  be  sure  to  get  the  full  amount  paid  for. 

16.  Use  all  left-overs  and  use  the  water  in  which  vegetables 

are  boiled  in  making  soups  and  sauces. 

17.  Save  fuel  by  frequently  cooking  enough  cereal,  vege- 

tables, or  meat  at  one  time  for  two  meals. 

18.  Make  an  inventory  of  the  food  on  hand  before  starting 

for  market  each  day. 


THE  MARKET  ORDER,  ECONOMY  IN  BUYING     155 

PROBLEMS 

79.  Make  a  list  of  the  foods  you  think  could  be  ordered  in  weekly 

quantities  or  in  larger  quantities  when  there  is  room  for 
storage. 

80.  Estimate  the  number  of  pounds  of  each  of  the  supplies  listed 

in  Problem  79  which  in  your  judgment  would  be  needed  by 
the  Irving  family  for  a  week.  Figure  these  estimates  in 
terms  of  your  own  family  and  make  out  the  weekly  market 
order. 

81.  How  many  pounds  of  meat  a  week  would  you  allow  the  Irving 

family  ?  Which  will  be  the  more  economical  type  to  order : 
roasts,  steaks,  chops,  fish,  poultry,  or  tougher  cuts  of  meat? 
What  kind  of  meat  should  be  purchased  for  meat  pies, 
casserole  dishes,  hash,  and  one-dish  meals?  Suggest  ways 
of  preparing  meat  so  that  a  little  goes  a  long  way  in  the 
flavoring  of  the  dish. 

82.  Make  a  list  of  foods  that  might  be  purchased  at  a  good  deli- 

catessen store.  Calculate  and  compare  the  delicatessen 
store  price  and  the  price  when  cooked  at  home.  Are  time 
and  fuel  to  be  considered  in  food  economy? 

83.  Compare  the  price  of  prunes  by  the  10-pound  box  in  the  fall, 

with  the  price  of  prunes  later  in  the  winter.  How  does  the 
size  of  the  prune  affect  the  price?  Do  large  prunes  contain 
any  more  nourishment  than  small  prunes? 

84.  When  fresh  fruit  is  high  how  will  you  manage  to  supply  the 

family  with  its  equivalent?  What  members  of  the  family 
must  have  some  fresh  fruit  each  week?  Compare  the  cost 
of  dried-apple  sauce  with  fresh-apple  sauce.  Compare  the 
cost  of  stewed  dried  peaches  with  canned  peaches.  Do 
oranges  go  farther  in  marmalade  than  when  fresh?  Do 
you  think  jellies  and  jams  and  canned  fruit  could  take  the 
place  of  fresh  fruit  with  the  adults? 

85.  When  and  how  could  you  use  dried  milk?     How  much  does 

dried  milk  cost  per  quart?  When  and  how  could  you  use 
oleomargarine  or  nut  butter?  If  oleomargarine  or  nut 
butter  is  used  instead  of  butter,  how  much  is  there  saved  ? 

86.  Compare  the  cost  of  cereals  bought  in  bulk  with  cereals  bought 

in  a  package.  Compare  the  cost  of  cereals  bought  ready  to 
serve  with  cereals  that  must  be  cooked.  Are  time  and  fuel 
the  only  things  to  eonsider  here? 


156  DIETETICS   FOR   HIGH   SCHOOLS 

87.  Compare  the  prices  of  food  purchased  in  stores  where  no 
telephone  orders  are  taken  and  no  deliveries  made,  with  the 
prices  of  food  purchased  in  stores  where  such  accommodations 
are  given.  Does  it  pay  to  take  the  time  to  do  your  own 
marketing? 

A  Short  Way  to  a  Well-planned  Diet 

As  Alice  struggled  with  her  problem  during  the  summer 
months  she  often  wondered  how  people  who  have  no  one 
to  advise  them  make  "  both  ends  meet."  She  wondered 
particularly  about  those  who  know  nothing  of  food  values 
and  those  who  have  gone  directly  from  the  shop  or  factory 
into  homes  of  their  own.  The  more  she  thought  about  it 
the  closer  seemed  the  relationship  between  the  wistful, 
hungry  look  in  the  thin,  pale  faces  of  so  msLny  underweight 
children  and  the  family  market  order.  In  her  short  ex- 
perience she  had  found  it  quite  possible  to  spend  plenty  of 
money  for  food  without  getting  "  plenty  of  food  value," 

Others  have  thought  about  this  same  thing.  Sherman  of 
Columbia  University  of  New  York  City,  who  has  studied 
food  chemistry  a  very  great  deal,  thought  about  it  so  much 
that  he  felt  it  ought  to  be  possible  to  devise  some  way  whereby 
famihes,  especially  the  children,  would  l^e  getting  all  the 
food  value  needed  though  it  were  not  possible  to  calculate 
the  value  of  the  diet.  He  felt  the  suggestions  might  be  made 
so  simple  that  even  though  the  one  who  did  the  buying  had 
no  knowledge  of  the  relative  value  of  different  foods,  she 
might  be  guided  aright. 

He  was  instrumental  in  having  made,  and  supervised  the 
study  of,  the  diet  and  market  orders  in  100  families  where 
there  were  growing  children.  As  a  result  of  this  study  he 
concluded  that  the  diet  would  be  suited  to  the  needs  of  the 
family  if  the  following  suggestions  were  used  in  making  out 
the  market  order : 


THE  MARKET  ORDER,  ECOXOMY  IX  BUYIXG      157 

Of  the  money  spent  for  food  — 

1.  As  much  or  more  should  be  spent  for  milk  as  for  meat. 

2.  As  much  or  more  should  be  spent  for  vegetables  and 

fruit  combined  as  for  meat.     Or 

3.  Spend  no  more  for  meat  than  for  either  milk  or  vege- 

tables and  fruit  combined. 
Rearranging  the  family  market  order  according  to  these 
suggestions  without  increasing  the  amount  spent  for  food 


Some  Foods  Snpply  Bnilding  Material 
More  Economically  than  Others 


Chart  XIV. 


Comrtett  atOte  A.  J.  C.  P.,  H.  T, 


has  since  been  tried  in  hundreds  of  families  \rfiere  there  have 
been  malnourished  children  with  whom  the  doctors  said 
nothing  was  wrong  except  their  food.  The  quick  response 
in  improved  physical  condition,  in  the  color  of  cheek,  and  in 
the  sparkle  of  the  eye  is  enou^  to  assure  us  that  it  is  a  very 
satisfactory  method. 

In  the  majority  of  families  the  amoimt  of  money  spent  for 
food  is  suflBcient  to  have  the  children  well  fed  if  it  were  spent 
wisely.  In  one  family  in  which  there  were  ei^t  children, 
three  of  wtom  were  suspected  of  having  tuberculosis  and  all 
of  whom  were  under  wei^t,  the  mother  spent  five  dollars 


158 


DIETETICS   FOR   HIGH   SCHOOLS 


less  a  week  after  her  diet  and  market  order  was  readjusted 
to  conform  to  the  above  suggestions.  It  is  almost  unbeliev- 
able that  for  the  first  time  in  months  the  children  began  to 
gain  in  weight  on  the  new  diet.  The  changes  made  were 
"  more  milk  and  vegetables  and  less  meat."  This  is  only 
one  of  many  similar  instances  where   the   children  have 

COMPARATIVE  FOOD  VALUE  OF  DRIED  AND  CANNED 
VEGETABLES  AND  FRUITS 


n«B>  IBM  BLUM 


Wtien  you  buy  canned  vegetables  and 
fniiti  you  pay  for  water  wfakh  might 
be  added  at  home  for  much  lets  money. 


Chart  XV. 


FOOD  CHART  Nk  IV 


Comtesy  of  the  A.  I.  C.  P.,  N.  Y. 


improved  wonderfully  and  where  the  amount  of  money  spent 
for  food  is  considerably  less  with  a  properly  planned  diet. 
It  is  well  known  that  the  more  one  has  to  economize  the 
more  grain  products  should  be  used  to  provide  sufficient 
energy.  In  the  studies  referred  to  above,  the  low-cost 
diets  were  not  furnishing  all  the  energy  needed  by  active 
children  unless  the  mother  was  spending  about  one  fourth 
or  one  thu-d  of  all  the  money  spent  for  food  for  the  more 
economical  of  the  grain  products.     This  then  gives  us  another 


THE  MARKET  ORDER,  ECONOMY  IN  BUYING     159 


very  helpful  suggestion  where  we  must  provide  a  large 
amount  of  nourishment  for  a  very  limited  amount  of  money. 
Chart  XIV  represents  the  amount  of  nourishment  the 
family  already  referred  to  were  receiving  in  return  for  the 
money  they  were  spending  for  the  various  types  of  food. 

Relative  Food  Values 


The  Relative 
Food   Value 


I 


KAN  SOUP  wrm  MUX 


Make  That  Soup  a  Worthwhik  Dish  by  Using  Plenty  of  Milk  and  Vegetables 

FOOD  CHART  Now  V 


Chart  XVI. 


Courteay  of  the  A.  J.  C.  P.,  N.  Y. 


Charts  XIV,  XV,  XVI,  and  the  other  charts  in  this  book 
helped  Alice  to  use  large  quantities  of  those  foods  from  which 
she  could  get  the  most  nourishment  for  the  least  expenditure. 


PROBLEMS 

88.  Plan  the  meals  for  a  week  for  the  family  of  some  member  of 

the  class. 

89.  Work  out  the  grocery,  dairy,  butcher,  and  fish  orders  for  these 

meals,  and  calculate  the  cost.  How  does  it  compare  with 
the  amount  ordinarily  spent  by  families  (of  a  corresponding 
size)  of  the  various  members  of  the  class? 


160 


DIETETICS   FOR   HIGH   SCHOOLS 


Keep  a  Record  of  Food  Purchased 

With  such  a  guide  as  Sherman  has  devised  it  is  possible 
for  any  one  to  adjust  her  food  expenditures  so  as  to  get  a 
good  return  in  food  value  for  the  money  spent.  But  to  know 
whether  or  not  one  is  getting  fully  adequate  amounts  of 
nutriments  it  will  be  necessary  to  keep  some  kind  of  a  record 
of  the  food  purchased.  After  a  few  weeks  of  accurate  record 
keeping,  one  should  be  able  to  estimate  the  divisions  of  her 
food  expenses  without  this  detailed  account. 

The  following  sheet  ^  has  been  found  useful  in  helping 


Weekly  Record  for  Food 

Is  the  food  well-planned  for  the  health  of  the  children? 
(Put  down  amount,  kind  and  cost) 

Date 


Bbead,  CeREAIjB, 

Cakes,  FLonB, 
Rice,  Macaroni 

Milk,  Cheese, 
Cream 

Meat,  Fish, 
Eggs 

Vegetables, 
Frutts 

Other  Grocer- 
ies,  SUCH  AS 

Butter,  Sugar, 
Tea,  Coffee 

Cost 

Cost 

Cost 

Cost 

Coat 

$ 

$ 

$ 

$ 

$ 

Totals 

'Dietetic  Bureau.  Boston,  Mass. 


THE  MARKET  ORDER,  ECONOMY  IN  BUYING     161 

the  mothers  of  these  same  underweight  children  to  study  and 
to  plan  the  proper  spending  of  the  food  money.  It  has  helped 
many  mothers  to  keep  their  children  from  becoming  under- 
weight. 

Some  such  record  as  this  will  enable  one  to  compare  the 
totals  spent  for  each  t3npe  of  food  and  to  see  whether  the  ex- 
penditures have  been  wise  or  not. 

PROBLEMS 

90.  From  the  weekly  record  of  food  made,  judge  its  "  balance  of 

food  values"  according  to  the  relation  of  the  amount  spent 
for  each  type  of  food. 

91.  During  the  Christmas  or  the  Easter  vacation  assume  the  entire 

responsibility  for  the  ordering  of  the  food  in  your  home. 
For  purposes  of  discussion,  bring  your  results  to  class  re- 
corded on  a  form  similar  to  the  one  on  page  160. 

REFERENCES 

Cost  of  Food.     Richards  and  Norton.     Whitcomb  and  Barrows. 
Cost  of  Living,  Chapters  I,  II,  III,  and  IV.     Ellen  H.  Richards. 

Wiley  and  Sons. 
Foods   and   Household   Management,   Chapter  XVII.     Kinne  and 

Cooley.     Macmillan  Company. 


CHAPTER  XII 
THE   RELATIVE    ECONOMY    OF    FOODS 

After  one  has  become  familiar  with  the  composition  of 
different  foods  and  their  value  in  meeting  the  various  needs 
of  the  body,  it  is  easy  to  plan  meals  consisting  of  the  foods 
that  will  provide  for  these  needs.  But  if,  in  the  planning  of 
meals,  cost  must  be  considered,  it  is  quite  important  to  be 
able  to  judge  the  relative  values  of  two  or  more  foods  of  a 
similar  nature  at  varying  prices.  For  instance,  the  grain 
products  are  all  valuable  sources  of  energy,  but  they  differ 
considerably  in  their  protein,  iron,  and  vitamine  contents 
and  consequent  uses  in  the  body.  This  makes  it  very  desir- 
able that  we  have  some  further  means  of  telling  from  which 
one  will  get  the  best  all-round  return  for  the  money  spent. 

A  Method  for  Judging  the  Relative  Value  of 
Different  Foods 

To  help  in  the  selection  of  the  more  economical  foods, 
Professor  Sherman  of  Columbia  University  has  worked  out 
a  scheme  that  may  serve  as  a  guide.  In  this  method,  pro- 
tein, calcium,  iron,  phosphorus,  and  the  energy  value  of  a 
food  are  given  certain  values  in  "  points  "  as  in  the  score 
card  for  planning  of  meals.  In  this  case  the  factors  are 
marked  according  to  the  ability  of  the  food  to  supply  the 
various  food  constituents  to  the  body  in  the  quantities  needed. 
This  rating  also  resembles  the  mark  one  gets  on  an  examina- 

162 


THE    RELATIVE   ECONOMY   OF   FOODS  163 

tion  paper  telling  how  near  one  has  come  to  meeting  the 
requirements. 

The  mothod  explained.  Of  five  questions  in  an  examina- 
tion, let  us  say  that  the  first  one  asks  for  the  answers  to 
several  points  and  if  all  are  answered  perfectly  will  be  given 
a  mark  of  40,  while  each  of  the  other  questions,  if  answered 
satisfactorily,  will  be  marked  15,  making  100  in  all  as  a  per- 
fect score.  If  the  first  one  is  only  half  correct  it  will  be  given 
a  mark  of  20,  while  any  of  the  others  with  an  answer  only 
two  thirds  satisfactory  will  be  marked  10,  and  so  on  accord- 
ing to  the  degree  of  perfection. 

In  a  similar  way  foods  are  "  examined  "  to  determine 
their  ability  to  "  answer  "  to  the  question,  "  Energy,  are 
you  there  in  the  amount  needed  by  the  body?"  "Protein, 
calcium,  phosphorus,  and  iron,  are  you  there?"  The 
energy  is  responsible  for  the  largest  amount  of  work  and  is 
given  a  value  of  40.  Protein  is  given  a  value  of  15.  If 
in  any  food  there  are  75  grams  of  protein  to  every  3000 
Calories  of  that  food,  or  as  much  as  is  needed  in  a  well-bal- 
anced diet  of  3000  Calories,  it  would  be  marked  15 ;  but  if 
there  are  only  37.5  grams,  or  half  as  much  as  is  required  in 
a  well-balanced  diet,  the  protein  would  be  given  a  mark  of 
only  7.5. 

UnUke  the  examination  paper,  a  food  may  score  above 
100.  If  the  amount  of  protein  in  3000  Calories  were  twice 
as  much  as  is  required  by  a  person  needing  that  number  of 
Calories  then  it  would  be  marked  30.  In  a  similar  way  each 
of  the  other  factors  is  judged  and  marked,  and  the  resulting 
figures  may  be  used  in  judging  the  relative  merits  of  foods. 
These  ratings  are  not  intended  to  express  the  exact  food 
value  of  any  given  food,  but  are  good  for  purposes  of  general 
comparison. 

The  rating  for  each  food.  The  following  table  gives  the 
rating  which  has  been  worked  out  for  each  common  food. 


164 


DIETETICS    FOR   HIGH    SCHOOLS 


Table  XXIX.  —  A  Compara.tive  Rating  for  Each  Common 

Food' 


Food 


Rating 
PEK  Pound 


Food 


Rating 
PER  Pound 


Cheese 

Cottage 

Hard  American     .     . 

Eggs 

Fish 

Cod,  salt      .... 

Salmon,  canned    .     . 
Meat 

Beef,  sirloin      .     .     . 

Bacon 

Milk 

Condensed  (sweetened) 
(unsweetened)   .     . 

Skinamed      .... 

Whole 

Nute 

Almonds  *    .     .     .     . 

Cocoa      

Filberts*      .... 

Peanuts  *     .     .     .     . 

Peanut  butter  .     .     . 

Pecans  * 

Walnuts «     .... 
Fats 

Butter 

Cream  (18%  fat)  .     . 

Cream  (40%  fat)  .     . 

Lard 

Olive  oil 

Fruits 

Apples,  fresh     .     .     . 
Apples,  dried    .     .     . 

Bananas 

Dates 

Grapefruit   .... 

Grapes 

Lemons 

Olives 

Oranges  

Peaches,  fresh  .     .     . 

Pears 

Pineapple     .... 

Plums 

Primes 

Raisins    .... 


1700 
5700 
1350 

1700 
1100 

1450 
1300 

2200 

2000 

670 

700 

2000 
3200 
1750 
2100 
5700 
1450 
670 

1750 
860 
1150 
1650 
1650 

150 
950 
250 

1250 
170 
270 
230 

1000 
230 
180 
230 
250 
340 

1150 

1550 


Grain  Products 

Bread,  entire  wheat 

Bread,  white 

Bread,  rye     . 

Corn  meal     . 

Crackers  . 

Cornflakes     . 

Farina       .     . 

Flour,  graham 

Flour,  rye 

Flour,  white . 

Hominy    .     . 

Macaroni 

Oatmeal    .     . 

Rice,  white  . 
Sugar  .... 
Vegetables 

Asparagus,  fresh 
Beans,  dry,  white 
Beans,  dry,  Limas 
Beans,  fresh,  Limas 
Beans,  string 
Beets   .     .     . 
Cabbage  .     . 
Carrots     .     . 
Cauliflower    . 
Celery .     .     . 
Corn,  canned 
Cucumbers    . 
Lentils,  dry  . 
Lettuce     .     . 
Onions      .     . 
Peas,  dry.     . 
Peas,  fresh    . 
Parsnips   .     . 
Potatoes,  sweet 
Potatoes,  white 
Radishes  .     . 
Spinach     .     . 
Squash      .     . 
Tomatoes 
Turnips     .     . 


1700 
1100 
1100 
1400 
1400 
1100 
1300 
2100 
1400 
1200 
1100 
1400 
2500 
1100 
700 

370 
3400 
2800 
420 
470 
280 
370 
340 
640 
350 
520 
150 
3500 
380 
330 
3000 
500 
400 
370 
400 
200 
900 
150 
200 
300 


"Adapted  from  Chemistry  of  Food  and  Nutrition  by  Sherman,  H.  C 
*  With  shell. 


THE   RELATIVE,  ECONOMY   OF   FOODS  165 

These  figures  in  Table  XXIX  should  be  used  only  for 
purposes  of  comparing  two  foods  of  the  same  nature  and 
cannot  be  used  to  compare  vegetables  and  grain  products, 
or  milk  and  fruit. 

The  use  of  the  rating.  To  show  how  this  rating  may  be 
used,  let  us  take,  for  example,  potatoes  with  a  rating  of  400 
per  pound,  and  turnips  with  a  rating  of  300.  Then  pound 
for  pound  potatoes  will  answer  more  of  the  requirements 
of  the  body  than  turnips.  If  we  want  to  know  which  of 
these  two  foods  will  be  more  economical  when  potatoes  are 
7  cents  a  pound  and  turnips  are  5  cents  a  poimd,  we  shall 
find  that  the  return  for  every  cent  spent  for  potatoes  is 
57(400^7)  against  60(300-^5)  for  turnips.  According  to 
this  rating,  potatoes  are  practically  as  cheap  at  7  cents  as 
turnips  at  5  cents. 

If  potatoes  and  turnips  were  each  5  cents  a  pound  the  rel- 
ative economy  of  the  two  would  be  as  80  (400 -r- 5)  is  to 
60(300-^-5),  and  potatoes  at  the  same  price  as  turnips  are 
more  economical. 

PROBLEMS 

92.  When  eggs  are  —  cents  a  pound  (9  eggs),  meat  is  —  a  pound, 

fish  is  —  cents  a  pound,  and  cheese  is  —  cents  a  pound,  from 
which  is  there  the  best  return  for  the  money  ?  Use  current 
prices. 

93.  With  milk  at  15  cents  a  quart  (2  pounds),  sweetened  con- 

densed milk  at  20  cents  a  can  (1  pound),  and  unsweetened 
condensed  milk  at  20  cents  a  can  (1  pound),  how  do  they 
compare  as  to  the  value  received  in  return  for  the  money 
sjjent? 

Grain  products  and  nuts.  The  relative  value  of  grain 
products  and  nuts  is  represented  in  Chart  XVII.  "  He 
who  runs  may  read  "  that  the  foods  ranking  highest  on  the 
scale  of  the  grain  products  are  oatmeal  and  whole  wheat 
products.     These  are  the  grain  products  with   the  outer 


166 


DIETETICS  rOR  HIGH   SCHOOLS 


coat  of  the  grain  left  on  in  their  commercial  preparation. 
The  refining  process  removes  much  valuable  food  material, 
so  that  if  we  consider  the  mineral  elements  and  the  vitam- 
ines,  the  whiteness  of  flour  is  in  inverse  proportion  to  its 

Grain  Products  and  Nuts 

(Food  Value  per  Pound) 

Grain  Products 


Oatn)«ml_ 

Any  Cereal  or  Flour  Made 
from  the  Whole  Wheat 
aoch  as  Wheateoa, 
Shredded  Wheat,  or 
Graham  Flour 


Barley,  Farinm. 
IdaewHii  or  Commeal 


EoDiDy,  White  Floor 
or  White  Bice 


Food  Value 

IISO 


Almonds,  Peaiuita 


FUbcrtt 


Pecaoa 


Walnata 


Nntg    (wlthsheU) 


CHART  xvn. 


Courtesy  of  the  A.  I.  C.  P..  N.  Y. 


food  value.  The  bran  coats  not  only  increase  the  food  value 
but  are  excellent  in  helping  to  counteract  constipation,  a 
very  common  evil  resulting  from  a  starchy  diet.  Because 
these  foods  have  a  high  food  value  per  pound  they  should 


THE   RELATIVE ,  ECONOMY   OF  FOODS  167 

be  used  most  freely,  especially  where  the  strictest  economy 
is  necessary. 

PROBLEM 

94.  Make  a  chart  showing  the  food  value  received  in  return  for 

10  cents  spent  for  each  of  the  following  grain  products: 
oatmeal,  commeal,  cornflakes,  graham  flour,  white  flour, 
and  rice. 

Nuts  have  a  high  food  value  per  pound.  They  are  often 
called  meat  substitutes  because  of  their  high  protein,  fat, 
and  ash  content  (especially  iron),  but  they  are  frequently 
thought  to  be  hard  to  digest.  This  is  probably  because 
they  are  not  always  chewed  thoroughly,  and  because  they 
are  eaten  in  addition  to  meat  and  not  in  place  of  it.  Nuts 
may  be  served  plain  or  in  nut  loaves,  nut  croquettes,  in 
salads,  in  cookies,  and  in  sandwiches. 

PROBLEM 

95.  Make  a  chart  showing  the  relative  value  of  almonds,  peanuts, 

peanut  butter,  pecans,  and  walnuts  on  the  basis  of  the  food 
value  received  in  return  for  the  money  spent. 

Fruits  and  vegetables.  A  comparison  of  the  return  in 
food  value  for  the  same  amount  of  money  spent  for  dried 
and  canned  fruits  and  vegetables  has  been  shown  in  Chart 
XV,  Chapter  XI.  If  dried  peas  are  15  cents  a  pound,  and ' 
a  can  of  peas  weighing  20  ounces  may  be  purchased  for  20 
cents,  then  for  the  same  amount  of  money  there  is  received 
from  the  dried  peas  about  four  times  as  much  nourishment 
as  from  the  canned  vegetable.  If  canned  vegetables  have 
to  be  purchased  at  the  store,  and  if  every  cent  spent  for 
food  has  to  be  made  to  do  its  maximum  amount  of  work, 
canned  fruits  and  vegetables  are  not  economical.  If,  how- 
ever, expense  does  not  have  to  be  considered,  or  if  the  food 
is  canned  at  home,  the  canned  vegetables  and  fruits  are  to 


168 


DIETETICS   FOR   HIGH   SCHOOLS 


be  recommended.     They  are  a  good  food,  although  they  are 
expensive  if  purchased  at  the  store. 

In  Table  XXIX  dry  beans  are  given  a  value  of  3400, 
spinach  is  rated  at  900,  while  potatoes  have  a  value  of  only 
400.  To  compare  these  three  foods  on  this  basis  is  hardly 
fair,  as  they  represent  respectively  the  seed,  the  leaf,  and  the 
tuber  of  the  vegetable  plant  with  different  characteristics  as 
foods.    We  should  compare  spinach  with  other  green  and 


Chart  xvm.  —  Green  and  Leafy  vegetables. 
A  comparison  of  the  score  value  per  pound. 

leafy  vegetables,  and  potatoes  with  the  roots  and  tubers. 
These  comparisons  are  shown  in  Charts  XVIII  and  XIX  on 
pages  168  and  169  respectively.  If  cost  is  not  to  be  con- 
sidered spinach  easily  stands  first  among  the  leafy  vege- 
tables, then  cauliflower,  and  then  string  beans.  But  the 
test  in  economy  comes  when  the  rating  per  pound  is  divided 
by  the  cost  per  pound  to  see  how  much  one  gets  in  return 
for  each  cent  spent. 

In  Chart  XIX,  the  potato  is  "  king  "  of  roots  and  tubers. 
The  parsnip  is  a  close  second,  but  because  of  its  strong 


THE   RELATIVE   ECONOMY   OF  FOODS 


169 


flavor  it  is  not  so  commonly  used.  There  is  not  much  dif- 
ference between  the  ratings  for  carrots,  onions,  turnips,  and 
beets.  The  difference  in  cost  as  discussed  on  page  165  will 
determine  their  relative  economy. 

Tomato,  though  seemingly  low  in  its  ability  to  meet  body 
requirements,  is  known  to  be  a  valuable  source  of  the  vitam- 
ine  that  protects  us  from  scurvy,  and  its  use  is  therefore  to  be 


Chart  XIX.  —  Roots  and  tubers. 
A  comparison  of  the  score  value  per  poimd. 

recommended  even  in  the  most  economical  of  diets.  It 
would  give  a  flavor  to  a  diet  that  might  be  monotonous  be- 
cause of  a  larger  use  of  grain  products. 

PROBLEMS 

96.  Make  a  chart  showing  the  relative  return  in  food  value  for 

the  same  amount  of  money  spent  for  potatoes,  carrots, 
onions,  turnips,  and  radishes  at  current  prices. 

97.  Make  a  chart  showing  the  relative  return  in  food  value  for 

the  same  amount  of  money  spent  for  spinach,  string  beans, 
celery,  cabbage,  and  lettuce  at  current  prices. 


i7d  DIETETICS   FOR   HIGH   SCHOOLS 

98.  Make  a  chart  showing   the  relative  return  in  food  value  for 

the  same  amount  of  money  spent  for  cucumbers,  squash, 
and  tomatoes  at  current  prices. 

99.  Make  a  chart  showing  the  relative  return  in  food  value  for  the 

same  amount  of  money  spent  for  dried  apples,  dates,  prunes, 
and  raisins  at  current  prices. 

Since  fruit  is  such  an  essential  part  of  the  diet,  especially 
of  young  children,  and  since  scarcity  of  fruit  at  certain 
seasons  of  the  year  makes  the  price  high  and  the  fruit  seem 
prohibitive,  it  is  of  great  importance  to  know  which  fruit 
to  select  so  as  to  get  the  best  return  for  the  money  one  can 
afford  to  spend.  The  rating  for  the  dried  fruits  indicates 
that  they  are  good  investments,  as  indeed  they  are,  but  the 
dried  fruit  should  not  be  used  to  the  exclusion  of  the  fresh 
fruit,  especially  for  young  children. 

PROBLEM 

100.  Make  a  chart  showing  the  return  in  food  value  for  the  same 

amount  of  money  spent  for  apples,  bananas,  and  oranges 
at  current  prices. 

Fats  and  sugars.  Of  the  five  food  factors  entering  into 
the  calculation  of  the  rating,  energy  is  practically  the  only 
one  present  in  fats  and  sugars.  The  rating  of  both  fats  and 
sugars  is  high,  however,  because  both  are  high  in  energy. 
In  judging  butter  on  the  basis  of  economy,  or  the  return  in 
food  value  for  the  money  spent  for  it,  we  must  not  forget 
the  invaluable  vitamine  dissolved  in  the  fat  which  at  present 
it  is  not  possible  to  measure.  We  should  be  influenced  by 
the  knowledge  of  its  presence  when  comparing  its  value 
with  other  fats.  The  amount  of  whole  milk  and  green 
vegetables  which  also  contain  this  vitamine  will  help  to 
decide  the  use  of  butter  even  at  a  high  price. 

Milk,  meat,  eggs,  fish,  and  cheese.  Among  the  foods 
providing  high  proportions  of  protein,  such  as  milk,  meat, 


THE  RELATIVE  ECONOMY  OF  FOODS    171- 

eggs,  fish,  or  cheese,  hard  cheese  is  the  most  concentrated 
food  with  a  rating  of  5700  per  pound,  or  practically  the  same 
as  peanut  butter.  It  has  the  chief  constituents  of  the  milk 
in  a  very  condensed  form  and  may  be  used  in  numberless 
ways  to  serve  as  the  "meat"  dish.  In  addition  to  a  high 
protein  content,  cheese  has  a  large  amount  of  calcium,  is 
high  in  energy,  and  since  it  contains  the  fat  of  milk,  is  prob- 
ably rich  in  the  fat-soluble  vitamine.  It  is  therefore  an 
ideal  meat  substitute,  but  should  not  be  served  with  a  heavy 
meat  dinner.  A  very  small  amount  of  meat  in  a  generous 
dish  of  macaroni,  cheese,  and  tomato  makes  an  ideal  com- 
bination. The  meat  will  provide  iron  and  the  flavor  so 
much  desired  without  making  a  dish  overbalanced  with 
protein. 

PROBLEM 

101.   Calculate  and  compare  the  "rating"  and  cost  of  the  following 
combinations : 

Ratinq  Cost 

(a)  2  lbs.  meat 
I  lb.  macaroni 
J  lb.  cheese 

1  lb.  can  of  tomato  _____ 

Totals 

(6)   I  lb.  meat 

2  lbs.  macaroni 
i  lb.  cheese 

1  lb.  can  of  tomato  

Totals 

Divide  the  total  rating  of  each  combination  by  the  corre- 
sponding cost  to  find  the  return  in  food  value  for  each  cent 
spent.     Which  is  the  cheaper  combination? 

Fish  is  more  readily  recognized  as  a  meat  equivalent,  for 
its  rating  shows  that  it  is  not  unlike  meat  in  its  total  food 
value.     In  some  sections  of  the  country  the  cost  is  within 


172  DIETETICS   FOR   HIGH   SCHOOLS 

the  reach  of  ahnost  every  family.  Although  the  energy 
per  pound  is  low  (except  in  the  fat  or  oily  kinds  of  fishes) 
this  deficiency  is  easily  remedied  by  the  addition  of  a  bread 
stuffing,  a  dish  of  macaroni  and  tomato,  or  jam  or  jelly. 
At  the  same  time  these  would  add  to  the  flavor  of  the  meal. 

The  rating  of  eggs  is  1350  per  pound  as  compared  with 
1450,  the  average  figure  given  for  meat.  According  to  these 
ratings  eggs  answer  practically  the  same  purpose  and  with 
the  same  efficiency  as  meat.  In  addition  eggs  rank  next 
to  milk  in  their  value  as  a  source  of  protein  adapted  to 
growth.  They  also  contain  the  vitamine  soluble  in  fat, 
so  that  their  use  is  to  be  especially  recommended  for  children 
and  for  those  whose  tissues  have  been  wasted  by  disease. 

Meat  and  milk  are  somewhat  alike  in  the  use  made  of 
them.  Let  us  compare  1  quart  of  milk  (which  weighs  about 
2.2  pounds)  with  2  pounds  of  meat.  The  score  value  of 
milk  is  700  per  pound  or  1540  per  quart,  and  that  of  meat 
1450  per  pound  or  2900  for  2  pounds.  With  milk  at  15 
cents  for  2  pounds  (1  quart)  and  meat  at  30  cents  per 
pound,  or  60  cents  for  2  pounds,  the  relative  return  in  food 
value  for  the  money  spent  for  the  milk  and  the  meat  is  as 
103(1540 -M5)  to  48(2900 -J- 60).  (These  are  New  York  prices 
in  1919.  Change  and  recalculate  according  to  the  prices 
for  any  given  locahty  or  time.)  These  figures  show  that 
the  total  return  in  food  value  from  the  money  spent  for 
milk  is  greater  than  from  the  meat,  and  the  argument  we 
so  frequently  hear  that  people  cannot  afford  milk  when  they 
are  buying  meat  at  30  or  40  cents  a  pound  has  no  founda- 
tion. As  a  matter  of  fact  the  advantage  is  even  more 
strongly  with  the  milk  than  these  figures  indicate,  for  milk 
is  a  most  excellent  source  of  vitamines,  whereas  the  vitamine 
value  of  meat  is  very  low.  No  food  can  take  the  place  of 
milk  for  growth.  There  is  no  satisfactory  substitute  for 
it.    Milk  is  "  nature's  most  valuable  food."     It  is  the  best 


THE   RELATIV&  ECONOMY   OF  FOODS  173 

food  on  which  to  depend  for  protein  to  supply  the  needs 
of  children,  and  both  children  and  adults  need  it  for  its 
calcium.  It  also  contains  a  valuable  fat,  a  certain  amount 
of  which  is  needed  by  every  one.  Milk  is  not  a  particularly 
economical  source  of  energy  and  iron,  but  combined  with 
other  foods,  it  makes  the  total  food  supply  economical. 

REFERENCES 

Adequacy  and  Economy  of  Some  City  Dietaries,  pages  20  to  35. 

Sherman,  H.  C,  and  Gillett,  L.  H.     Pub.  No.  121,  A.  I.  C.  P., 

New  York  City. 
Chemistry  of  Food  and  Nutrition,  pages  391    to   400.      Sherman, 

H.  C.    Maomillan  Company. 


APPENDIX  A 
DIET   FOR   ABNORMAL    CONDITIONS 

Sooner  or  later  in  almost  every  family  there  comes  the 
problem  of  changing  the  diet  of  a  normal,  healthy  individual 
to  suit  the  needs  of  some  special  condition  due  to  illness. 

Although  it  is  desirable  to  have  the  most  suitable  and 
easily  digested  foods  in  every  disease,  there  are  conditions 
in  which  diet  is  more  important  than  drugs  and  medicines. 
These  are  the  so-called  "  diet  diseases,"  such  as  diabetes, 
gout,  tuberculosis,  and  excessive  fatness  (obesity).  If 
diet  were  understood  and  controlled  as  soon  as  the  first 
symptoms  were  apparent,  acute  stages  or  the  setting  in  of 
other  diseases  might  be  avoided.  Constipation  and  its 
resulting  ill  effects  might  very  frequently  be  entirely  pre- 
vented by  diet. 

The  diet  may  be  prescribed  in  considerable  detail  by  the 
physician,  or  his  directions  may  be  general ;  but  it  is  very 
essential  for  the  one  who  plans  the  meals  for  the  family  to 
be  familiar  with  some  of  the  principles  involved,  so  as  to 
apply  suggestions  intelligently. 

Diet  in  Constipation 

As  has  been  suggested  in  several  instances  throughout 
the  preceding  pages,  constipation,  if  not  a  disease  in  itself, 
is  a  condition  that  paves  the  way  for  disease.  Waste  prod- 
ucts accumulate  in  the  intestines.  There  should  be  one, 
two,  or  three  regular  daily  movements  of  the  bowels  to  rid 
the  body  of  this  waste  material ;   otherwise  it  will  decom- 

175 


176  DIETETICS   FOR   HIGH   SCHOOLS 

pose  into  poisonous  products  that  will  be  absorbed  by  the 
blood  and  carried  to  all  parts  of  the  body.  A  harmful  sub- 
stance in  the  body,  such  as  the  poison  thus  introduced,  lowers 
resistance  and  makes  the  tissues  less  able  to  cope  with  disease 
germs. 

Some  of  the  minor  effects  of  constipation  are  headache, 
dizziness,  "  indigestion,"  a  languid  feeling,  and  a  muddy 
complexion,  or  even  trouble  with  breathing  and  circulation. 
Slight  as  these  effects  may  seem,  they  may  be  the  "  fore- 
runners "  of  serious  illness  or  a  complication  of  diseases. 
What  might  have  been  a  very  simple  thing  to  remedy  had 
the  diet  been  such  as  to  overcome  or  better  still  prevent 
constipation,  may  prove  to  be  a  condition  that  cannot  be 
remedied  by  either  food  or  drug. 

Drugs  provide  a  temporary  relief,  but  not  a  permanent 
cure.  Where  drugs  are  used,  oftentimes  the  quantity  taken 
has  to  be  gradually  increased  until  finally  the  drug  becomes 
ineffective.  Regular  exercise  is  more  lasting  than  drugs 
and  should  be  taken  daily.  Walking  is  especially  useful, 
though  tennis,  basketball,  rowing,  and  skating  are  all  recom- 
mended. 

Water  assists  in  overcoming  constipation  by  keeping  the 
food  in  a  semi-liquid  state.  Every  one,  but  especially  those 
troubled  with  constipation,  should  drink  from  six  to  eight 
glasses  a  day.  This  not  only  serves  to  prevent  congestion 
of  food  in  the  intestines,  but  helps  to  carry  poisonous  prod- 
ucts out  of  the  system  by  way  of  the  kidneys. 

In  general,  coarse  cereals,  vegetables,  and  fruits  are 
the  most  important  foods  in  counteracting  the  condition. 
Candy  and  all  other  sweets,  rich  pastry,  fried  foods,  and  tea 
should  be  avoided. 

Foods  that  should  be  used  freely  are  given  in  Table  I. 
If  these  foods  predominate  in  the  diet,  other  foods  may  not 
have  to  be  excluded  entirely. 


DIET  FOR  ABNORMAL  CONDITIONS 


177 


I  2 


2. 


«        Mi, 

;S^  3  a  o 


ib'O 

«  a 

^  " 

">  „- 

M 

>g 

^|5 

«§l 

i-s 

-g-c 

OS 

•o 

"■2 

< 

«  «  >. 

®  fe  a 

3  a  a  >S 
H    03  3 


I' 


o-gog 
So    ft- 


'  P3  OSO  OOSi 


*>  i    0.3  3 


fee  -o  S  SiS  p       -SZ  o 


^-  to 


i   W    TO 


^  ja 


ss 


§    aioojo8oja*jd«"oa3 


--^ 


18    "s^ 


o« 


O 


g.ia 


-a    "23 


.•sw- 


Js 


as 


178  DIETETICS   FOR   HIGH   SCHOOLS 

The  follo\\dng  is  suggestive  of  the  type  of  meals  useful 
in  cases  of  constipation : 

Breakfast 

Fruit  :  Orange  juice,  stewed  figs,  or  prunes. 

Cereals  :    Shredded  wheat,  oatmeal,  cracked  wheat,  or  pettijohn, 

with  cream  (if  possible),  molasses,  or  mUk. 
Bread  :   Whole  wheat  or  oatmeal  bread,  graham  or  bran  muffins, 

with  butter  or  butter  substitute. 
Beverage  :   MUk  to  drink. 

Luncheon 

Main  Dish  :  Cream  of  onion  soup,  vegetable  salad  with  oil  dress- 
ing, or  stuffed  eggs,  lettuce  and  onion  salad,  or  grated  carrot 
salad,  or  other  combinations  containing  foods  suggested  in  the 
preceding  table. 

Bread  :  Whole  wheat,  corn  meal  or  oatmeal  bread,  bran  muffins, 
or  Boston  brown  bread  with  butter  or  butter  substitute. 

Dessert  :  Baked  apples  and  molasses  cookies,  or  gingerbread,  or 
appropriate  substitutes. 

Dinner 

Main  Dish  :  Small  portion  of  meat  (if  any)  with  large  servings  of 

vegetables. 
Bread  :   As  above. 
Dessert  :  Suet  or  graham  pudding  with  figs  or  prunes  or  appropriate 

substitutes. 

Diet  in  Overweight  Conditions 

Excessive  overweight  is  due  to  an  accumulation  of  fatty 
tissue.  The  only  remedy  for  such  a  condition  is  a  reduc- 
tion of  the  fat  by  well-regulated  diet  and  exercise,  but  since 
reduction  of  weight  through  reducing  fat  may  be  dangerous, 
it  is  best  to  be  guided  by  the  advice  of  a  physician. 

We  have  seen  that  fat  in  the  tissues  will  be  used  for  energy 
when  the  Calorie  content  of  the  diet  is  less  than  the  energy 


DIET   FOR  ABNORMAL  CONDITIONS  179 

requirement  of  the  individual.  One  way,  then,  of  reducing 
fatty  tissue  is  to  increase  the  amount  of  exercise  (and  the 
energy  requirement)  and  decrease  the  amount  of  food  taken 
so  that  the  intake  of  energy  will  be  less  than  the  amount 
required.  For  an  overweight  person  whose  normal  require- 
ment would  be  from  2200  to  2700  Calories,  the  diet  may  be 
cautiously  reduced  until  it  contains  not  more  than  1000 
to  1500  Calories.  If  the  fuel  value  of  the  diet  is  insuflBcient 
to  provide  enough  energy  for  the  work  done,  the  body  will 
have  to  burn  its  own  fatty  tissues  to  produce  the  remaining 
amount,  and  the  weight  is  reduced  because  of  the  loss  of 
fat. 

It  is  probable  that  increased  exercise  will  increase  the 
appetite,  but  bulky  foods  such  as  vegetables  and  fruits 
will  provide  a  minimum  of  energy  while  at  the  same  time 
satisfying  the  cra^^ng  for  food.  This  type  of  food  will  also 
supply  protein,  mineral  elements,  and  vitamines.  It  is 
quite  important  that  these  factors  be  provided  in  adequate 
amounts  so  that  the  internal  activities  of  the  body  may  go  on 
normally.  The  body  is  under  a  heavy  strain  with  its  burden 
of  fat,  and  should  not  be  expected  to  adjust  itself  to  other 
abnormal  conditions.  These  constituents,  however,  need 
only  be  in  proportion  to  muscular  tissue,  not  in  proportion 
to  muscular  tissue  plus  fat.  For  example,  a  woman  25 
years  old,  5  feet  and  4  inches  in  height,  and  weighing  250 
pounds,  would  need  protein  in  proportion  to  125  pounds 
rather  than  her  actual  weight. 

Too  much  water  should  be  avoided,  as  it  tends  to  increase 
the  appetite.  Salt  should  be  avoided,  as  it  creates  thirst. 
In  general,  fatty  foods,  sugars,  and  starches  should  be  used 
cautiously,  while  vegetables,  fruits,  lean  meats,  and  non-oily 
fish  may  form  the  bulk  of  the  diet. 

In  Table  II  will  be  found  a  summary  of  foods  allowed  and 
those  to  be  avoided. 


180  DIETETICS  FOR  HIGH   SCHOOLS 

Table  II. — Diet  for  Overweight  Condition 


General  Suggestions 


Masticate  food  thoroughly  (this  decreases 
the  desire  for  an  excessive  amount). 

Eat  bullcy  foods  such  as  vegetables  and 
fruit. 

Use  lean  meats,  dry  fish,  oysters,  and 
clams,  eggs,  cottage  cheese,  skimmed  milk, 
or  buttermilk.     Use  day-old  bread. 

Gelatin  and  Irish  moss  may  be  used  for 
desserts.  Tea  and  coffee  may  be  taken  if 
without  cream  and  sugar. 


Avoid  much  liquid  either  in  beverages  or 
in  thin  soups.  (Not  more  than  4  glasses  a 
day). 

Avoid  much  salt  —  it  creates  thirst. 

Avoid  cereals,  crackers,  and  hot  or  fresh 
breads. 

Avoid  sugar,  sirups,  candy,  jams,  pre- 
serves. 

Avoid  cream,  fats,  and  oils. 

Avoid  all  fried  foods,  pies,  cakes,  and 
other  pastry.  Avoid  too  much  variety  — 
this  increases  appetite. 


Meat  and  Fish 

Vegetabibs 

To  Be  Preferred 

To  Be  Avoided 

To  Be  Preferred 

To  Be  Avoided 

Fish  (dry  white  fish) 

Fish  (oily  fish) 

Asparagus 

Beans,  shelled, 

such  as 

Bluefish 

Artichokes,  French 

fresh,  or  dry 

God 

Mackerel 

Brussels  sprouts 

Beets 

Haddock 

Salmon 

Cabbage 

Carrots 

Halibut 

Sardines 

Cauliflower 

Corn 

Meat,  lean 

Shad 

Celery 

Parsnips 

Beef 

All  fried  fish 

Cucumbers 

Sweet  potato 

Mutton 

Meat,  fat  meat 

Greens  of  all  kinds 

Avoid  too  much 

Lamb 

Bacon 

Lettuce 

iwtato 

Fowl 

Ham 

Onions 

Sausage 

Radishes 

Pork  of  all  kinds 

Spinach 

Potatoes,  one  a  day 

Squash 

Fhi3 

ITS 

String  Beans 

Tomatoes 

Turnips 

To  Be  Preferred 

To  Be  Avoided 

(Serve  Without  Sugar 

and  Cream) 

Grain  Products 

Blackberries     ■) 

Grape  fruit 
Oranges             1  j 
Peaches 

Dates 
Grapes 

Use  Sparingly 

Avoid 

Plimis 

Bread,  only  day  old 

Much  bread  or 

Pineapple 

Prunes 

Graham 

cereal 

Strawberries     ' 

Raisins 

Entire  wheat 

Apples               \ 

Oatmeal 

Apricots,  fresh 

Blueberries           tt  i 
Cherries                ^^ 

Raspberries 

Pears                 J 

*  To  be  avoided  in  severe  cases. 


DIET  FOR  ABNORMAL  CONDITIONS  181 

The  following  plan  is  suggestive  of  the  tj-pe  of  meals 
that  will  help  to  give  the  desired  results  in  reducing  the 
wei^t  of  an  overweight  person : 

Breakfast 

Uncooked  fruit 

1  to  2  eggs     1  slice  day-old  bread  with  1  teaspoon  butter 

Clear  coffee  if  desired 

Dinner 

Lean  meat,  non-oily  fish,  or  shell  fish 

1  potato  and  2  green  vegetables 

1  sUce  bread  with  1  teaspoon  butter 

Gelatin  dessert  or  fruit 

Supper 

Fruit  or  v^netable  salad  with  cheese 

1  sUce  bread  with  1  teaspoon  butter 

Clear  coffee  if  desired 


Diet  in  Tuberculosis 

Tuberculosis  is  a  germ  disease,  but  the  chief  essentials 
in  helping  the  bodj'^  to  resist  the  growth  of  the  germ,  or  in 
fighting  it  after  it  has  growTi,  are  plenty  of  nourishing,  easily 
digested  foods,  fresh  air,  plenty  of  sleep,  absence  of  worry, 
with  a  proper  balance  between  rest  and  exercise.  Sanitary 
conditions  should  be  maintained  to  prevent  the  spread  of 
the  disease. 

There  should  be  a  slow,  steady  gain  in  weight-  A  rapid 
increase  in  weight  is  not  alwaj^  a  favorable  symptom.  It 
may  indicate  a  storage  of  fat  and  a  retention  of  water  rather 
than  the  building  of  muscular  tissue.  In  such  cases,  the 
strength  does  not  increase  in  proportion  to  weight,  and  a 
relapse  may  occur. 


182  DIETETICS   FOR   HIGH   SCHOOLS 

Physicians  differ  in  the  diet  prescribed  in  tuberculosis, 
but  more  and  more  a  diet  such  as  has  been  described  in  the 
preceding  chapters  of  this  book  is  thought  to  give  the  most 
satisfactory,  lasting  results.  The  amount  of  food  will  depend 
on  the  ability  of  the  person  to  digest  it.  The  quantity  of 
food  which  any  given  person  may  take  may  be  increased 
by  eating  four  meals  a  day  at  regular  hours,  or  by  taking 
light  luncheons  mid-morning  and  afternoon.  It  is  now 
quite  generally  believed  that  the  patient  should  not  be  forced 
to  eat  an  abnormal  amount  of  food.  Almost  as  much  harm 
may  result  from  eating  too  much  as  from  eating  too  little. 
The  quantity  should  not  be  such  as  to  overtax  the  digestive 
system,  the  kidneys,  or  the  heart.  If  a  person  has  lost 
much  weight  and  strength,  he  should  reduce  his  exercise 
and  increase  the  amount  of  rest  so  as  to  give  the  body  a 
chance  to  use  more  of  the  food  in  rebuilding  the  tissues  and 
increasing  resistance  by  requiring  less  for  the  production 
of  energy. 

The  quantity  of  food  needed  by  a  tubercular  person  is 
generally  spoken  of  in  terms  of  Calories,  the  number  recom- 
mended varying  with  the  age,  size,  and  condition  of  the 
individual.  It  is  probably  safe  to  say  that  the  Calories 
may  be  increased  from  one  fifth  to  one  sixth  over  the  normal 
requirement  in  health,  but  we  now  believe  it  is  quite  as 
important  that  the  protein,  mineral  elements,  and  vitam- 
ines  are  present  in  the  right  amount  as  that  Calories  are 
especially  abundant. 

In  Table  III  there  is  a  scheme  by  means  of  which  it  is 
possible  to  select  a  fairly  well-balanced  diet  without  a  knowl- 
edge of  food  values.  Table  IV  will  help  the  untrained  per- 
son in  selecting  more  accurately  a  certain  number  of  Calories 
which  will  at  the  same  time  provide  the  right  amount  of 
the  other  essentials.  In  using  Table  IV,  to  every  100  Cal- 
ories of  meat,  fish,  or  meat  equivalents,  select  from  100  to 


DIET  FOR  ABNORMAL  CONDITIONS  183 

Table  III.  —  Diet  for  Tubercular  People 

Eat  four  times  a  day  if  it  is  impossible  to  eat  the  required  amount 

in  three  meals. 
Avoid  tea,  coffee,  pastry,  rich  sauces,  and  fried  foods. 
Milk  :  1  quart  a  day.     (Some  cream  in  addition  is  good  if  it  can 

be  afforded.) 
Bread  and  Cereals  : 

2-3  slices  of  bread  each  meal.     Whole  wheat  and  oatmeal  are 

especially  good. 
Plenty  of  cereal,  especially  oatmeal  or  whole  wheat  products. 

Put  cereals  in  soups,  puddings,  bread,  and  muffins. 
Any  cereal  is  good,   but  the  following  are  most  economical : 
oatmeal,   barley,   rice,   corn  meal,  hominy,  samp,  wheatena, 
pettijohn,  and  cream  of  wheat. 
Vegetables : 

2-3  potatoes  a  day  (white  or  sweet). 

5  to  1  cup  of  one  or  more  other  vegetables.  (Eat  generous  quan- 
tities of  vegetables.) 

String  beans,  shelled  beans,  peas,  beets,  cabbage,  carrots, 
cauliflower,  celery,  lettuce,  spinach,  onions,  tomatoes, 
parsnips,  turnips.  (Eat  tops  of  any  vegetables,  except 
parsnips  or  rhubarb  leaves.  Turnip  tops  are  especially 
good.) 
Meat,  Fish,  Cheese,  Peas,  and  Beans  : 

Eggs,  cheese,  peas,  and  beans  may  be  used  in  place  of  meat. 

Meat  should  not  be  excessive. 
Quantities : 

2-6  oz.  meat  or  fish. 

1-2  eggs  a  day  and  1-2  oz.  cheese,  beans,  or  peas,  or  a  smaller 
amount  of  each  of  several  of  the  group. 
Fruit  : 

Some  fruit  at  least  once  a  day. 

(Apples,  bananas,  berries,  dates,  oranges,  prunes,  raisins,  figs, 
grapes,  peaches,  pears,  plums,  or  other  Idnds.) 
Fats: 

At  least  2-4  tablespoons  of  fat  or  oil.     (Butter  is  especially  de- 
sirable if  it  can  be  afforded.) 
Sugar : 

Not  over  4  tablespoons  of  sugar  or  sirup. 

Molasses  is  particularly  good  and  may  be  used  freely. 

Foods  rich  in  iron  are  especially  to  be  recommended. 

Green  and  leafy  vegetables,  prunes,  raisins,  dates,  eggs,  dry 
beans,  peas,  peanuts,  molasses,  oatmeal,  and  whole  wheat  are 
good  sources  of  this  element. 


184 


DIETETICS  FOR   HIGH   SCHOOLS 


Table  IV.  —  Diet  for  Undernourished  or  Tubercular  People 
Eat  easily  digested  and  the  most  nourishing  foods.     Avoid  tea 
and  coffee. 


GROUP   I 

GROUP   II 

Milk;    Meat  and  Fish;    Meat        | 

Vegetables  » 

Equivalents 

Select 

Use  1  qt.  of  milk  (670) 

3^-!P21  Potatoes                     200-300 
or  more  J  ^*^^^'"  vegetables        50-100 

Weight 

Quantity 

Calo- 
ries 

Weight 

Quantity 

Calo- 
ries 

Milk 

5    oz. 

1  medium 

Potato, 

1  qt. 

Whole  milk 

670 

3    oz. 

white 
or  sweet 

100 
100 

loz. 

li  tbsp. 

Sweetened 
condensed 

4    oz. 
1     oz. 

5  stalks 
1  small 

Asparagus 
Artichoke 

25 

2oz. 

icup 

milk 
Unsweet- 
ened  con- 
densed 

100 

Ih  oz. 

i  cup 

(French) 
Beans, 
fresh 
shelled 

20 
50 

milk 

100 

2    oz. 

J  cup  — 

Beans, 

Select  2(X>-300  Calories  from  A  a 

QdB 

1-in.  pieces 

string 

25 

A    Meat 

2    oz. 

1  small 

Beet 

25 

2oz. 

Lean  beef 
(4"X3") 

100 

2    oz. 

1  cup  — 
cooked 

Cabbage 

20 

lioz. 

Mediun  fat 
beef 

100 

2    oz. 

1  (3"-4" 
long) 

Carrots 

25 

1  oz. 

Medium  fat 

3    oz. 

J  small  head 

Cauliflower 

25 

pork 

100 

5    oz. 

Celery 

25 

1  oz. 

Lamb  chop 
(eat  the 

4i  oz. 

1  ear  —  6" 
long 

Corn 

50 

fat) 

100 

9    oz. 

1  large 

Lettuce 

50 

head 

Fish 

2    oz. 

1  medium 

Onions 

25 

2—3  oz. 

Fish  in 

IJoz. 

Parsnips 

25 

general 
Salmon 
(canned) 

100 

1    oz. 

3  tablespoons 

Peas,  fresh 

25 

2  oz. 

J  cup 

100 

3    oz. 

i  cup  — 
cooked 

.Spinach 
and 
other 

20 

1.5  oz. 

3-6 

Sardines 

100 

greens 

20 

B    Meat  Substitutes 

5    oz. 

1  medium 

Tomatoes, 

11  medium 

Egg 

80 

fresh 

30 

0.8  oz. 

li-in.  cube 

Cheese 

100 

5    oz. 

i  cup 

Tomatoes, 

1  oz. 

2  tbsp. 

Dry  beans 

canned 

30 

or  peas 

100 

2ioz. 

i  cup  cubes 

Turnips 

25 

0.6  oz. 

I  tbsp. 

Peanut 

or  \  cup 

butter 

100 

mashed 

Turnips 

25 

'  Cook  potatoes  and  all  other  vegetables  in  skins  so  far  as  possible.  Where  this  is 
not  possible,  use  the  water  in  which  they  are  cooked  in  soups,  gravies,  etc.  i  cup  of 
white  sauce  75-100. 


DIET  FOR  ABNORMAL  CONDITIONS 


185 


200  Calories  from  vegetables,  from  three  to  four  times  as 
many  Calories  from  grain  products,  at  least  100  to  200 
Calories  from  fruit,  not  over  200  Calories  from  sweets,  and 
from  200  to  400  Calories  from  fat.     Liberal  amounts  of  fat 


GROUP  m 

GROUP  IV 

Cereals,  Breads,  etc. 

Fruit 

Select  800- 

900  Calories 

Select  100- 

200  Calories 

Weight 

Quantity 

Calories 

Weight 

Quantity 

Calories 

1  01. 

1  cup 

Oatmeal 

7.5  o«. 

1  large 

Apple, 

(un- 

(cooked) 

100 

fresh 

100 

cooked) 

1.2  oz. 

J  cup 

Apple, 
dried 

1  oz. 

J-l  cup 

(cooked) 

Cereals, 

100 

(un- 

such as 

1  oz. 

9  halves 

Apricots, 

cooked) 

wheatena. 

dried 

100 

pettijohn, 

5.5  oz. 

1  large 

Banana 

100 

corn  meal, 

6.1  oz. 

J  cup 

Black- 

hominy, 

berries 

100 

farina. 

6.0  oz. 

1  cup 

Blueberries 

100 

barley. 

1  oz. 

3-^ 

Dates 

100 

rice 

100 

1  oz. 

li  large 

Figs 

100 

los. 

li-ljcup 

Ready-to- 
eat 
cereals  : 

5  oz. 

1  large  bunch 

Concord 
grapes 
Malaga 

100 
100 

puffed 

3}  oz. 

J  cup 

Grape  juice 

100 

rice,  corn- 

1.5 oz. 

6-8 

Olives 

100 

flakes 

100 

10  oz. 

3  medium 

Peaches, 

1  o«. 

1  large 

Shredded 

fresh 

100 

wheat 

100 

1  oz. 

6  halves 

Peaches, 

1.4  oz. 

1  large  slice 

Bread  or  1 

dried 

100 

roll 

100 

6  oz. 

2  medium 

Pears 

100 

1.8  OS. 

1  slice  (3"  X 

Boston 

4ios. 

3^  large 

Plums 

100 

3"  X  i") 

brown 

1  oz. 

J  cup 

Raisins 

100 

bread 

100 

1.4  oz. 

3—4  medium 

Prunes 

100 

1  oi. 

2-3 

Cookies 
(2"-3"  in 
diam.) 

100 

loi. 

2"  X  2" 

Gingerbread 

100 

For  an  adult  weighing  about  150  pounds,  use  1  quart  of  milk 
(670  Calories),  and  select  from  200  to  300  Calories  from  meat  or  its 
equivalents  (Group  I,  A  and  B) ,  from  300  to  4(X)  Calories  from  vege- 
tables (Group  II),  from  800  to  900  Calories  from  grain  products 
(Group  III),  at  least  100  or  200  Calories  from  fruit  (Group  IV),  not 
over  200  Calories  from  sugars,  etc.  (Group  VI) ,  and  from  200  to  400 
Calories  from  fats  (Group  V).  This  selection  provides  about  2700 
Calories  a  day.  If  more  are  desired,  add  more  milk,  cheese,  fruits, 
vegetables,  and  fats,  but  not  much  more  sugar,  meat,  or  eggs. 


186 


DIETETICS   FOR  HIGH   SCHOOLS 


GROUP  V 

GROUP   VI 

Fats 

Sugars,  etc. 

Select  from  200-400  Calories 

Select  about  200  (not  over  300)  Calories 

Weight 

Quantity 

Calories 

Weight 

Quantity 

Calories 

i  OS. 

1  tbsp. 

I  cup 

4-5  small 
slices 

Butter 
Butterine 
Lard 
Oil,  corn, 
cottonseed, 
olive, 

or  any  fat 
Thin  cream 

or  top 

milk 

Bacon 
Salt  pork 

100 

100 

100 
100 

0.9  oz. 
0.9  oz. 

loz. 
1  oz. 
1  oz. 

2  scant  tbsp. 

3  Hull-sized 

lumps 
1 J  tbsp. 
1  tbsp. 
li  tbsp- 
ijtbsp. 

Sugar 

Sugar 
Corn  sirup 
Honey 
Maple  sirup 
Molasses 

100 

100 
100 
100 
100 
100 

0.6  OS. 
Jos. 

Use  sugar  in  diluted  form  as  in  cocoa, 
drinks,  puddings,  etc. 

are  usually  recognized  as  beneficial,  but  should  not  be  used 
to  such  an  extent  as  to  lower  the  mineral  and  vitamine  con- 
tent of  the  diet.  Because  of  its  vitamine  butter  is  much 
preferable  to  other  fats.  If  economy  is  necessary  in  the 
diet  for  tuberculosis  one  will  do  better  to  economize  on 
meat  and  use  genuine  butter  rather  than  a  substitute. 


Diet  in  Diabetes 

Diabetes  so  far  as  known  is  entirely  a  diet  disease.  The 
tissues  cannot  bum  sugar.  Consequently  the  sugar  accu- 
mulates in  and  injures  the  tissues.  This  must  be  controlled 
by  a  diet  with  the  amount  of  carbohydrate  restricted  to 
amounts  varying  with  the  severity  of  the  disease.  (Carbo- 
hydrate is  chiefly  starch  and  sugar  and  the  starch  yields 
sugar  in  the  body.)  The  diet  should  be  carefully  supervised 
and  the  amount  of  sugar  excreted  through  the  kidneys  deter- 
mined frequently.  Expert  medical  advice  is  very  essential, 
especially  when  other  diseases  introduce  complications,  but 
any  one  preparing  the  food  for  a  diabetic  patient  should  be 
familiar  with  the  type  of  food  that  may  be  eaten. 


DIET  FOR  ABNORMAL  CONDITIONS 


187 


Table  V. — Percentage  op  Carbohydrate  in  Vegetables, 
Fruits,  and  Nuts  ' 


Vegetables  (Fbbsh  ob  Cannio) 


Around  6% 

About  10% 

About  16% 

About  20% 

Lettuce 

Tomatoes 

Pumpkin 

Green  peas 

Potatoes 

Cucumbers 

Brussels  sprouts 

Turnip 

Artichokes 

Shell  beans 

Spinach 

Watercress 

Kohlrabi 

Parsnips 

Baked  beana 

Asparagus 

Sea  kale 

Squash 

Canned  lima 

Green  corn 

Rhubarb 

Okra 

Beets 

beans 

Boiled  rice 

Endive 

Cauliflower 

Carrots 

BoUed 

Marrow 

Eggplant 

Onions 

maoaroni 

Sorrel 

Cabbage 

Mushrooms 

Sauerkraut 

Radishes 

Beet  greens 

Leeks 

Dandelion  greens        String  beans 

Swiss  chard 

Broccoli 

Celery 

Fbcttb 


Ripe  olives  (20%  fat) 

Lemons 

Apples 

Plums 

Grapefruit 

Oranges 

Pears 

Bananas 

Cranberries 

Apricots 
Blueberries 

Prunes 

Strawberries 

Blackberries 

Cherries 

Gooseberries 

Currants 

Peaches 

Raspberries 
Huckleberries 

Pineapple 

Watermelon 

NUTB 


Butternuts 
Pignolias 


Brazil  nuts 
Black  walnuts 
Hickory 
Pecans 
Filberts 


Almonds 
Walnuts 

(English) 
Beechnuts 
Pistachios 
Pine  nuts 


Peanuts 

40% 
Chestnuts 


MlBC. 


Unsweetened    and    unspiced    pickle, 
clams,  oysters,  scallops,  liver,  fish 


*  Prepared  by  Joslin  of  Boston. 


188  DIETETICS   FOR   HIGH   SCHOOLS 

In  the  most  restricted  diets,  onlj^  those  foods  containing 
practically  no  carbohydrate  are  allowed.  These  are  meat, 
fish,  gelatin,  eggs,  butter,  and  oils  (with  tea  and  coffee,  which 
are  not  foods) .  Of  these  foods,  fats  are  recognized  as  a  good 
source  of  energy  and  may  be  used  freely  to  provide  it.  They 
are  often  difficult  of  digestion,  however,  so  that  they  cannot 
be  used  to  too  great  an  extent.  They  are  also  likely  to  pro- 
duce a  condition  of  acidosis  if  used  in  excess. 

In  quite  severe  cases,  only  those  foods  containing  5  per 
cent  or  less  of  carbohydrate  are  allowed.  In  shghtly  less 
severe  cases,  foods  containing  10  per  cent  of  carbohydrate 
may  be  used,  and  so  on.  In  Table  V,  the  per  cent  of 
carbohydrate  in  each  common  fruit  and  vegetable  is  given. 

People  afflicted  with  diabetes  often  crave  sweets.  Saccha- 
rine, which  has  a  very  sweet  taste,  is  sometimes  used,  but  it 
does  not  entirely  satisfy  the  craving  and  one  soon  tires  of  its 
extreme  sweetness. 

The  following  meals  are  adapted  to  the  diabetic  condition 
where  only  5  per  cent  of  carbohydrate  is  allowed.  Other 
foods  in  the  second,  tliird,  or  fourth  columns  of  Table  V  may 
be  added  as  the  amount  of  carbohydrate  allowed  is  increased. 

Breakfast 

Gluten  breakfast  food  and  cream 

Eggs,  meat,  fish  (including  shell  fish),  or  bacon 

Gluten  bread  with  butter  or  butter  substitute 

Greens,  radishes,  tomatoes,  or  other  vegetables  if  desired 

Coffee  with  cream  but  no  sugar 

Dinner 

Meat,  fish,  clams,  oysters,  bacon,  or  salt  pork 

Any  vegetable  from  first  column  in  Table  V  served  with  butter  or  oil 

Gluten  bread  with  butter  or  butter  substitute 

Vegetable  salad  with  cheese  and  oil 

Butternuts  or  pignolias 

Gelatin  dessert 

Coffee  (if  desired) 


DIET  FOR  ABNORMAL  CONDITIONS 


189 


Supper 

Clear  tomato  soup  (other  vegetables  in  column  A  may  be  added) 

Eggs,  meat,  fish,  or  cheese 

Vegetables  from  first  column,  Table  V 

Gluten  bread  with  butter  or  butter  substitute 

Dessert  as  for  dinner 

Gout 

Occasionally  a  physician  tells  a  patient  that  he  has  too 
much  uric  acid  in  his  system.  In  other  words  that  person 
has  gout.  Uric  acid  is  normally  formed  in  the  tissues  as 
one  of  the  waste  products,  but  it  is  usually  eliminated  through 
the  kidneys  before  injurious  effects  are  noted.  When  accu- 
mulating in  excess,  it  causes  the  symptoms  recognized  in  gout. 
This  means  that  there  is  something  wrong  with  the  habits 
of  living  or  eating  of  that  person. 


Table  VI.  —  Foods  to  Be  Avoided  in  Gout 


Meat  and  Fish 

Vkqetableb 

Fruits  and  Nuts 

General  SuaaESTiONs 

Beef 

Asparagus 

Dried  fruit 

Avoid 

Mutton 

Beans 

Lemons 

Too    much    pro- 

Pork 

Mushrooms 

tein  food 

Veal 

Peas 

(much  meat) 

Duck 

Rhubarb 

Fried  foods 

Goose 

Spinach 

All  foods  hard  to 

Turkey 

Tomatoes 

Nuts 

digest 

Liver 

All  nuts 

Sugar,  sweets. 

Kidney 

rich   sauces. 

Sweetbreads 

and  puddings 

Salted  meat 

Pickles 

Dried  meat 

Spices 

Fish 

Coffee 

Oily  fish' 

Salted  fish 

Dried  fish 

Preserved 

190  DIETETICS   FOR   HIGH   SCHOOLS 

It  may  be  that  he  is  eating  too  much  even  of  a  well- 
selected  diet  without  enough  exercise  to  stimulate  the  proper 
excretion  of  waste  products.  Or  the  diet  may  contain  an 
overabundance  of  food  that  is  too  stimulating,  such  as  pro- 
tein food,  or  alcohohc  beverages  may  be  taken  in  such  quanti- 
ties as  to  increase  the  tendencies. 

If  there  is  too  much  uric  acid  in  the  system,  then  it  is 
obviously  important  to  try  to  reduce  it.  At  least,  it  should 
not  be  knowingly  increased.  Some  foods  contain  the  sub- 
stance from  which  uric  acid  is  produced  more  abundantly 
than  others.  These  foods  should  naturally  be  avoided. 
Without  trying  to  explain  what  uric  acid  is  (for  a  knowledge 
of  chemistry  is  necessary  for  an  understanding  of  the  term), 
Table  VI  tabulates  the  foods  to  be  avoided  in  gout. 

Suggestions  for  meals  in  chronic  gout. 

Breakfast 
Fruit  :  Fresh,  either  cooked  or  uncooked,  but  without  sugar. 
Cereal  :   Those  low  in  protein,  such  as  hominy  or  rice.     Milk  or 
cream  on  the  cereal. 

Dinner 
Milk  :    (May  be  made  into  milk  toast  or  cocoa  or  other  milk  dishes.) 
Bread:    Any  bread  or  toast,  but  those  lowest  in  protein  to  be 

preferred. 
Butter  or  butter  substitute. 

Main  Dish:    Eggs,  very  small  amount  (if  any)  of  beef,  chicken, 

whitefish,  or  bacon. 
Vegetables  :    Potatoes,  and  any  other  vegetables  allowed. 
Bread  with  butter  or  butter  substitute. 
Dessert:    Fruit   as  for   breakfast;    junket,   custard,    or   cereal 

pudding. 

Supper 

(Supper  should  be  light) 

Cereal  and  milk,  or  bread  and  milk 

or 

light  vegetable  soup  with  bread,  toast,  or  crackers 

Cereal  pudding 


APPENDIX  B 


Table  I.  —  Amount  (in  Gbvms)  of  Protein,  Calcium,  Phosphobus,  and  Iron 
IN  10(MI3alobie  Portions  op  Each  of  the  Common  Foods.  (Copied  from  Sher- 
maa'a  Chemistry  of  Food  and  Nutrition.) 


Vegetables 

Fruits 

Pro- 

Cal- 

Phos- 

Iron 

Pro- 

Cal- 

Phas- 

Iron 

tein 

cium 

phorus 

tein 

cium 

phorus 

Grams 

Grams 

Grams 

Grams 

Grams 

Grams 

Grams 

Gram^ 

Asparagus 

8.1 

.122 

.177 

.0045 

Apples     .     . 

0.6 

.012 

.020 

.0005 

Beana,    white 

6.5 

.047 

.137 

.0020 

Apricots  .     . 

1.9 

.023 

.044 

.0005 

limas     .     . 

5.8 

.020 

.096 

.0020 

Bananiis  .     . 

1.3 

.009 

.031 

.0006 

string    .     . 

5.6 

.110 

.126 

.0027 

Blackberries 

2.3 

.029 

.058 

.0010 

Beets    .     .     . 

3.5 

.064 

.084 

.0013 

Blueberries  . 

0.8 

.027 

.011 

.0012 

Brussels 

Cantaloupe  . 

1.5 

.044 

.038 

.0007 

sprouts  . 

7.3 

.086 

.380 

.0035 

Cherries  .     . 

1.2 

.025 

.039 

.0005 

Cabbage  .     . 

5.1 

.143 

.092 

.0035 

Cranberries  . 

0.9 

.039 

.027 

.0013 

Carrots     .     . 

2.4 

.124 

.101 

.0013 

Currants,  dr> 

0.8 

.026 

.061 

.0009 

Cauliflower    . 

5.9 

.403 

.200 

.0020 

fresh     .     . 

2.6 

.045 

.066 

.0009 

Celery .     .     . 

1.3 

.421 

.201 

.0027 

Dates  .     .     . 

0.6 

.019 

.016 

.0009 

Chard  .     .     . 

8.4 

.393 

.105 

.0066 

Figs     .     .     . 

1.4 

.051 

.037 

.0010 

Corn    .     .     . 

3.1 

.006 

.102 

.0008 

Grapes     .     . 

1.4 

.019 

.032 

.0003 

Cucumbers    . 

4.6 

.090 

.191 

.0012 

Grapefruit    . 

1-2. 

.040 

.036 

.0006 

Dandelions    . 

3.9 

.172 

.117 

.0044 

Lemons    .     . 

2.3 

.081 

.049 

.0014 

Eggplant  .     . 

4.3 

.041 

.122 

.0018 

Olives .     .     . 

0.4 

.041 

.004 

.0010 

Kohl-rabi .     . 

6.5 

.249 

.186 

.0019 

Oranges   .     . 

1.6 

.088 

.040 

.0004 

Lentils      .     . 

7.4 

.031 

.126 

.0025 

Peaches    .     . 

1.7 

.038 

.057 

.0007 

Lettuce     .     . 

6.3 

.224 

.224 

.0079 

Pears  .     .     . 

1.0 

.024 

.041 

.0005 

Onions      .     . 

3.3 

.069 

.093 

.0010 

Pineapple 

0.9 

.041 

.064 

.0012 

Parsnips   .     . 

2.5 

.091 

.117 

.0009 

Plums      .     . 

1.2 

.024 

.038 

.0006 

Peas     .     .     . 

6.7 

.026 

.120 

.0017 

Prunes     .     . 

0.7 

.018 

.035 

.0010 

Peppers,  green 

4.6 

.034 

.145 

.0022 

Raisins     .     . 

0.8 

.019 

.038 

.0014 

Potatoes, 

Raspberries  . 

2.6 

.074 

.078 

.0009 

sweat    .     . 

1;5 

.016 

.037 

.0004 

Strawberries 

2.6 

.104 

.072 

.0021 

white     .     . 

a^ 

.016 

.069 

.0016 

Watermelon 

1.3 

.038 

.010 

.0010 

Pumpkin  .     . 

3.9 

.090 

.229 

.0013 

Radishes  .     . 

4.4 

.073 

.098 

.0021 

Rhubarb  .     . 

2.6 

.189 

.134 

.0043 

Spinach     .     . 

8.8 

.281 

.285 

.0150 

Squash, 

summer 

3.1 

.039 

.035 

.0013 

winter   .     . 

3.1 

.039 

.061 

.0013 

Tomatoes 

4.0 

.050 

.113 

.0018 

Turnips    .     . 

3.3 

.161 

.117 

.0013 

191 


192 


DIETETICS   FOR   HIGH   SCHOOLS 


Tasvb  I.  —  Contintted 


Meat,  Fish,  Egos,  Cheese,  Nuts 


Cereal  Pkodxtcts;    Fats  and  Sugars 


Almonds 
Beef,  lean 

medium  fat 
Buttermilk 
Cheese  (Am. 
Clams,  long 

round  . 
Cocoa  .  . 
Coconut  . 
Chestnuts 
Chocolate 
EgES  .  . 
Fisn,  lean 

oily  .  . 
Fowl  .  . 
Hazelnuts 
Lamb  .  . 
Milk,  whole 

skiinmed 

con'd  — 
sweetened 
unsweet- 
ened 
Mutton 
Oysters 
Peanuts 
Pecans 
Pork,  lean 

medium  fat 
Veal 
Walnuts 


Pro- 
tein 


Grams 

3.2 

12.0 

7.5 

8.4 

6.1 

19.8 

14.0 

4.4 

1.0 

2.6 

2.1 

9.1 

22.6 

13.3 

8.6 

2.2 

6.4 

4.8 

9.3 

2.7 

5.8 

6.2 
12.3 

4.7 

1.3 

9.1 

4.5 
14.5 

2.6 


Cal- 
cium 


Phos- 
phorus 


Grams  Grams 


.037 
.007 
.004 
.294 
.212 
.285 
.229 
.023 
.006 
.014 
.015 
.045 
.025 
.015 
.005 
.041 
.004 
.174 
.331 

.096 

.189 
.004 
.106 
.013 
.012 
.005 
.003 
.008 
.013 


.072 
.129 
.081 
.271 
.156 
.282 
.100 
.143 
.018 
.Oi4 
.075 
.122 
.259 
.153 
.093 
.050 
.069 
.134 
.262 

.072 

.146 
.067 
.306 
.073 
.045 
.098 
.049 
.156 
.015 


Iron 


Grams 

.0006 
.0018 
.0011 
.0007 
.0003 
.0097 
.0097 
.0005 
.0003 
.0003 
.0004 
.0021 
.0012 
.0007 
.0013 
.0006 
.0010! 
.0004 
.0007 

.0002 

.0004 
.0009 
.0089 
.0004 
.0004 
.0014 
.0007 i 
.0022 
.0003 


Bread, 
Boston 

brown    . 
entire 

wheat    . 

Graham     . 

rje  .     .     . 

white    .     . 

Corn  meal 

Cottonseed 

meal 
Crackers, 

soda .  . 
Farina  .  . 
Flour, 

buckwheat 
entire 

wheat 

Graham 

r>e  .     , 

white    . 

Hominy   . 

Macaroni 

Oatmeal  . 

Rice,  brown 

white    . 
Shredded 

wheat 
Tapioca    . 


Pro- 
tein 


Grams 


4.0 
3.4 
3.5 
3.5 
2.6 


2.4 
3.1 

1.8 

3.9 
3.7 
2.0 
3.2 
2.4 
3.7 
4.2 
? 
2.3 

3.5 


Cal- 
cium 


Grams 


.056 

.020 
.020 
.009 
.011 
.005 

.066 

.006 
.006 

.Oil 

.009 
.011 
.005 
.006 
.002 
.006 
.017 
.003 
.001 

.011 
.004 


Phos- 
phorus 


Grams 


.082 

.071 
.084 
.058 
.035 
.053 

.298 

.025 
.035 

.065 

.066 
.101 
.082 
.026 
.027 
.040 
.099 
.060 
.027 


.025 


Iron 


Grama 


.0013 

.0010 
.0010 
.0004 
.0004 
.0003 


.0004 
.0002 

.0002 

.0007 
.0010 
.0004 
.0002 
.0003 
.0003 
.0010 
.0006 
.0003 

.0012 
.0005 


Fats  and  Sugars 


Bacon  .  . 
Butter  .  . 
Cream,  18% 
40% 
Honey  .  . 
Maple  sirup . 
Molasses  .     . 


1.7 

.001 

.018 

0.1 

.002 

.002 

1.3 

.050 

.044 

0.6 

.020 

.020 

0.1 

.002 

.006 

ao 

.037 

.003 

0.8 

.074 

.015 

.0003 
00003 
.0001 
00005 
.0003 
.0010 
.0026 


APPENDIX    B 


193 


Table  II.  —  Fuel  Value  per  Pound  of  Foods  as  Purchased.    (From 
Sherman's  Chemistry  of  Food  and  Nutrition.) 


Food 


Almonds,  shelled  .     . 

Apples 

Apricots 

Asparagus     .     .     .     . 

Bacon       

Bananas  

Barley,  pearl  .  .  . 
Beans,  dried      .     . 

baked  

limas,  dried  .     .     . 

limas,  fresh,  shelled 

string,  fresh  .  .  . 
Beef,  chuck  .     .     .     . 

corned 

hind  quarter .     .     . 

liver 

loin 

Porterhouse  steak  . 

ribs,  lean  .     .     .     . 

round,  lean    .     .     . 

rump,  lean     .     .  ■   . 

sirloin  steak  .     .     . 

smoked      .     .     ,     . 

sweetbreads  .     .     . 

tenderloin      .     .     . 

tongue 

Beets,  fresh  .  .  .  . 
Blackberries      .     .     . 

Bluefish 

Brazil  nuts  .  .  .  . 
Bread,  Boston  brown 

graham      .     .     .     . 

rolls 

Vienna      .     .     .     . 

white 

whole  wheat .     .     . 

Butter 

Buttermilk  .  .  .  . 
Butternuts  (shelled)  . 
Cabbage,  fresh .  .  . 
Carrots,  fresh  .  .  . 
Cauliflower  .     .     .     . 

Celery 

Cheese,  American .     . 

cottage      .     .     .     . 

cream 

Roquefort      .     .     . 

Swiss 


Calories 

PER 

Pound 


2940 

214 

247 

ICX) 

2372 

290 

1615 

1565 

683 

1586 

557 

176 

797 

1230 

757 

537 

764 

1076 

654 

649 

796 

960 

760 

799 

1290 

717 

209 

262 

206 

1591 

1345 

1189 

1268 

1199 

1199 

1113 

3491 

162 

3065 

121 

158 

139 

68 

1990 

499 

1890 

1645 

1945 


Food 


Cherries,  fresh  .     . 
Chestnuts  (shelled) 
Chicken  (broilers) 
Chocolate     .     .     . 

Cocoa 

Cod,  salt .     .     .     . 
Corn,  green  .     .     . 
Corn  meal    .     .     . 
Cowpeas,  dried 
Crackers,  butter    . 

cream  .... 

graham     .     .     . 

soda      .     .     .     . 

water  .  .  .  . 
Cranberries  .  .  . 
Cream  (18%  fat)  . 
Cucumbers  .  ,  . 
Currants,  fresh 

dried  .  .  .  . 
Dandelion  greens  . 
Dates,  dried  .  . 
Doughnuts  .  .  . 
Egg  plant     .     .     . 

Eggs 

Farina  .  .  .  . 
Figs,  dried  .  .  . 
Flounder .  .  .  . 
Flour,  rye     .     .     . 

entire  wheat . 

graham      .     .     . 

wheat  .     .     .     . 

Fowls 

Gelatin  .  .  .  . 
Grapes  .  .  .  . 
Grapefriiit  .  .  . 
Haddock.  .  .  . 
Halibut  steak  .  . 
Ham,  fresh  .     .     . 

smoked  .  .  . 
Herring,  smoked  . 
Hominy  .  .  .  . 
Honey  .  .  .  . 
Huckleberries  .  . 
Kohl-rabi  .  .  . 
Koumis  .  .  .  . 
Lamb,  breast    .     . 

chops  (broiled)  . 

fore  quarter  .     . 


194  DIETETICS  FOR   HIGH   SCHOOLS 

Table  II.  —  Continued 


Food 


Lamb,  hind  quarter   .     .     . 

leg 

side 

Lard, refined     

Lemons 

Lettuce 

Lobster 

Macaroni 

Macaroons 

Mackerel,  fresh      .     .     .     . 

salt 

Marmalade,  orange  .  .  . 
Milk,  condensed,  sweetened 

skimmed 

whole 

Molasses 

Mushrooms 

Muskmelon 

Mutton,  forequarter  .     .     . 

hind  quarter 

leg 

side 

Oatmeal 

Olives,  green 

ripe 

Onions,  fresh 

Oranges    

Oysters,  without  shell     .     . 

Parsnips 

Peaches,  canned    .     .     .     . 

fresh 

Peanuts,  shelled    .     .     .     . 

Pears,  fresh 

Peas,  canned 

dried 

green,  shelled     .... 

Peppers,  green 

Pies,  apple 

custard 

lemon 

mince 

squash 

Pineapple,  sliced,  fresh  .     . 

canned      


Calories 

PER 

Pound 


953 

876 

1015 

4080 

140 

72 

139 

1625 

1922 

356 

1005 

1548 

1480 

167 

314 

1302 

204 

89 

1223 

1197 

718 

1512 

1811 

995 

947 

199 

169 

328 

236 

213 

153 

2490 

256 

252 

1611 

252 

109 

1233 

806 

1156 

1300 

817 

196 

695 


Food 


Plums,  fresh  .  .  .  . 
Pork,  chops,  medium 

fat,  salt 

rib  and  shoulder     .     . 

sausage      

tenderloin  .... 
Potato  chips  .... 
Potatoes,  white      .     .     . 

sweet 

Prunes,  dried     .... 

Pumpkins 

Radishes 

Raisins 

Raspberries,  red    .     .     . 

black 

Rhubarb 

Rice 

Salmon 

Sausages,  bologna .     .     . 

farmer 

Shad,  whole 

roe 

Shredded  wheat  .  .  . 
Spinach,  fresh  .... 
Squash,  fresh  .... 
Strawberries  .... 
Succotash,  canned      .     . 

Sugar  

Tomatoes,  fresh     .     .     . 

canned       

Tunny  fish  (tuna)  .     .     . 

Turkey 

Turnips 

Veal,  breast 

cutlets 

forequarter    .... 

hind  quarter .... 

side 

Walnuts,  English  (shelled) 

black  (shelled)  .  .  . 
Watermelon  .... 
Wheat,  cracked      ,     .     . 

White  fish 

Zwieback 


Calories 

PER 

Pound 


363 

1230 

3555 

1298 

2030 

875 

2598 

302 

447 

1160 

60 

91 

1407 

247 

300 

63 

1591 

642 

1135 

2156 

367 

582 

1660 

109 

103 

169 

444 

1815 

104 

103 

946 

1042 

124 

629 

670 

517 

534 

539 

3199 

3011 

67 

1635 

315 

1915 


INDEX 


Abbreviations  used,  18 

Abnormal  conditions,   diet  in,    175- 

186 
Absorption  of  food,  9 
Activity,  muscular 
food,  relation  of,  6 
food     requirements    for    different 

degrees  of,  36 
heat  given  off  during,  32 
involuntary,  7,  31 
voluntary,  7,  32 
Adults,    food    requirements    of,    32- 

35,  55,  63 
Agar  agar,  177 

Age,     influence     on     food     require- 
ment, 40,  81,  91 
Aged,  food  requirements  of,  40 
Almonds,  24,  45,  57,  66,  67,  68,  164 
Amino  acids,  54 
Appetite,    a    guide    in    selection    of 

food,  11,  139 
Apples,  20,  45,  57,  66,  67.  68,  164 
Apricots,  20,  45,  57,  66,  67,  68 
Asparagus,  21,  45,  57,  66,  67,  68,  164 
Atwater,  heat  given  off  during  mus- 
cular activity,  31 

Baby,  food  for,  89 

Bacon,  23,  45,  57,  66,  67,  68,  164 

Bacon  fat,  22 

Bananas,  20,  45,  57,  66,  67,  68,  164 

Barley,  19,  45 

Basal  energy  requirement,  32 

Beans,  21,  45,  57,  66,  67,  68,  164 

Beef,  23,  57,  66,  67,  68,  164 

Beef  drippings,  22 

Beets,  21,  45,  57,  66,  67,  68,  164 

Benedict,     heat     given     off     during 

muscular  activity,  31 
Blackberries,  20,  45,  57,  66,  67,  68 
Blueberries,  45,  57,  67,  68 


Bluefish,  23 

Box  luncheon,  84 

Brazil  nuts,  24 

Bread,  19,  45,  67,  66,  67,  68,  116, 
117,  164;  see  also  Cereals  and 
Grain  products 

Broadhurst,  Home  and  Community 
Hygiene,  14 

Broth,  116,  117 

Browning,  the  box  luncheon,  88 

Brussels  sprouts,  57,  66,  67,  68 

Buckwheat  flour,  57,  66,  67,  68 

Butter,  22,  57,  66,  67,  68,  116,  117, 
151,  164 
growth-stimulating     quality,    112, 
131 

Buttermilk,  22,  45,  66,  67,  68 

Butternuts,  24 

Buying  food 

economy  in,  163,  164 
leaks  in,  149,  150,  151 
weekly      market     order,      sugges- 
tions for,  150,  151,  152 

Calcium 

amount    in    100-Calorie    portions 

of  food,  table,  67,  191 
daily  requirement  of,   62,  63,  64, 

75,81 
distribution  of,  69 
functions  of,  62 
occurrence  in  mUk,  65 
Calorie  requirement,  see  Energy  re- 
quirement 
Calories 

explanation  of,  14 
100-Calorie  portions,  16 
weights    and     measures    of     100- 
Calorie  portions 
dairy  products,  table,  22 
fats,  table,  22 


195 


196 


INDEX 


Calories  —  continued 
fish,  table,  23 
fruits,  table,  20 
grain  products,  table,  19 
meat,  table,  23 
nuts,  table,  23 
sweets  and  sugars,  table,  23 
vegetables,  table,  21 
Calorimeter,  description  of,  31 
Cantaloupes,  45,  57,  66,  67,  68 
Carbohydrates 

comparison   of   amounts   in   com- 
mon foods,  chart,  47 
energy  value  of,  26 
functions  of,  7,  8,  30 
grams     of,     in     100-Calorie     por- 
tions of  common  foods,  table,  45 
percentage     of,     in     fruits,     nuts, 

vegetables,  table,  187 
proportion  in  the  diet,  8,  50 
sources  of,  46 
Carrots,  21,  45,  57,  66,  67,  68,  164 
Cauliflower,  21,  45,  57,  66,  67,  68, 

164 
Celery.  21,  45,  57,  66,  67,  68,  164 
Cellulose,  48 
Cereals,  116,  117 
cooking  of,  106 
teaching  children  to  like,  105 
value   of,    in   the   diet,    104,    107, 
108,  123,  124,  136 
Chard,  45,  57,  66,  67,  68 
Cheese,  22,  45,  57,  66,  67,  68. 151,  164 

in  diet,  122 
Cherries.  20,  25,  45,  57,  66,  67,  68 
Chestnuts,  24.  45,  57.  66.  67,  68 
Chewing,  relation  to  health,  9 
Chicken,  23 

Children  (see  also  Diet  and  Food) 
average  height  and  weight  under 

five,  table,  2 
average   height    and    weight    over 

five,  table,  3 
baby,  food  for.  89 
children   from    one    to    five,    diet 

for,  100-118 
children  from  five  to  high  school 

age,  diet  for,  119-133 
children  of  high  school  age,  77-88 
energy     requirement     per     pound 
per  day,  table,  39 


Children  —  continued 

food  allowance  for,  table,  37 
food  requirements,  37,  55,  64,  75 
undernourished,  13,  38,  51,  64,  75 

Chocolate,  25,  57,  66,  67,  68 

Clams,  23,  57,  66,  67 

Clothing,    relation    to   food   require- 
ment, 42 

Cocoa,  25,  57.  66,  67,  68,  103,  164 

Coconut,  24,  45,  57,  66.  67,  68 

Coffee,  102 

Constipation,  175 

curative  measures,  10,  176 

effects  of,  10,  176 

foods  recommended  to  overcome, 

table,  177 
suggestive  type  of  meals  for,  178 
value  of  vegetables  in.  Ill,  127 

Corn,    21,   45,   57,   66,   67,   68,    126, 
164 

Cornflakes,  19,  164 

Cornmcal.  19.  45,  57,  66,  67,  68,  164' 

Corn  sirup,  25 

Cornstarch,  19 

Cottonseed  meal.  66,  67 

Cottonseed  oil,  22 

Crackers.  19,  57,  66,  67,  68,  164 

Cranberries,  20,  57,  66,  67,  68 

Cream,  22,  45,  57.  66.  67,  68.  164 

Cucumbers,   21,  45,   57,   66,  67,  68, 
126, 164 

Currants,  20.  45,  57,  66,  67,  68 

Dairy  products 

weights     and     measures    of     100- 
Calorie  portions,  22 
Dandelions,  45,  57,  66,  67,  68 
Dates,  20,  45,  57,  66,  67,  68,  164 
Diabetes,  186 
diet  in,  188 
Diet 

adults,  diet  for,  119 
carbohydrates  in,  value  of,  8,  50 
children,  diet  for 
baby,  89 

children  from  one  to  five,  100 
children  from  five  to  high  school 
age,  119 
fat  in,  value  of,  8,  50,  131,  144 
mineral    elements    in,     value    of, 
64,  124,  127 


INDEX 


197 


Diet  —  continued 

planning  the  diet,  75 

protein  in,  value  of,  8,  54 

vitamines  in,  127 

water  in,  10 

see  also  Food 
Diet  for  abnormal  conditions 

constipation,  175-178 

diabetes,  186-188 

gout,  189-190 

overweight,  178-181 

tuberculosis,  181-186 
Digestion,  8,  9 

Dowd    and  Jameson,    Food   and   Its 
Preparation,  133 

Economy  in  buying,  149-154 

Eggplant,  45,  57,  66,  67,  68 

Eggs,  45,  57,  66,  116,  117,  151,  164 

diet,  place  in.  111.  129 

food  rating  of,  170 

weights    and     measures    of     100- 
Calorie  portions,  22 
Energy,  sources,  8,  15,  26,  123,  136 
Energy  requirement 

adults,  32-35 

after  middle  life,  40 

baby,  91 

basal,  32 

children,  37-39,  81,  91 

clothing,  influence  of,  42 

first  year  of  life,  91 

growth,  influence  of,  37-39 

high  school  age,  81 

mental  work,  influence  of,  41 

muscular    activity,     influence    of, 
31-34,  36 

per  hour,  table,  32 

per  pound  per  hour,  35 

per  pound  per  day  during  grow- 
ing period,  table,  39 

sex,  influence  of,  35 

size,  influence  of,  34 

tuberculosis,  182 

typical  family,  table,  135 
Excretion  of  waste,  10 

Farina.  19,  45,  57,  66,  67,  68,  164 
Farmers'  bulletins 

feeding  young  children,  1 18 


Farmers'  bulletins  —  continued 

fresh     fruits    and     vegetables    as 
conservers  of  other  staple  foods, 
76 
how  to  select  food,  147 
school  lunches,  88 
Fat  soluble  A 

effect  upon  growth,  chart,  73 
occurrence,  73,  127,  131 
Fats,  22,  57,  66,  67,  68,  164 

amount  in   the   diet,   8,   50,    112, 

131 
comparison  of,  in  common  foods, 

chart,  46 
digestibility  of,  26 
energy  value  of,  26 
food  rating  of,  170 
grams,     in     100-Calorie     portions 

of  common  foods,  table,  45 
sources,  44-46 
uses  in  body,  7,  30,  40 
weights    and     measures    of     100- 
Calorie  portions,  22 
Feeding    bottles    and    nipples,    care 

of,  97 
Feeding  schedules  for 
baby,  94 

child  during  second  year,  table,  116 
child    during    third,    fourth,    and 
fifth  years,  table,  117 
Figs,  20,  45,  57,  66,  67,  68 
Filberts,  24,  45,  164 
Fish,  23,  45,  57,  66,  67,  68,  164 
food  rating  of,  170 
place  in  diet,  129 

weights    and     measures    of     100- 
Caloric  portions,  23 
Flour,  19,  45,  57,  66,  67,  68,  164 
Food 

absorption  of,  9 

allowances  for  children,  table,  37 

baby,  food  for,  89-99 

children's     food     compared     with 

that  of  adults,  120-132 
children  from  one  to  five,  100-118 
children   from  five   years   to  high 

school  age,  119-133 
composition  of,  7,  44 
digestion  of,  8 

economy  relative,  of  various  types 
of  foods,  157 


198 


INDEX 


Food  —  continued 

fried     foods,     harmful     for     chil- 
dren, 125 
fuel  value  of,  15-27,  193 
growth,  relation  of,  1,  82 
habits    that    help    to    make    food 

useful,  115 
health,  relation  of,  5 
high  school  girls  and  boys,  82 
planning  of,  44 
purposes  served,  1-7 
racord  form,  160 

requirement,    see   Energy   require- 
ment 
eelection  of,  11-14,  132,  134 
source  of  activity,  6,  28-39 
Food  rating 

comparative  rating  for  each  com- 
mon food,  table,  164 
fats,  170 
fruits,  167 
grain  products,  165 
nuts,  167 
protein  foods,  170 
sugars,  170 
vegetables,  167 
Food  requirements,  see  Adults  and 

Children 
Fowl,  57,  66,  67,  68 
Frankforters,  23 
Fried    foods    harmful    for    children, 

125 
Fruit,  20,  45,  57,  66,  67,  68,  116,  117, 
151,  164 
food  rating  of,  167 
percentage       carbohydrates       in, 

table,  187 
place  in  the  diet,  5,  109,  128,  144 
value  of,  108,  136,  137 
weights    and    measures    of     100- 
Calorie  portions,  20 
Fuel  value  of  food,  15-27,  29 

Gillett,  Food  Primer,  118 

Ginger,  25 

Gout,  189 
foods  to  be  avoided  in,  189 
meals,  suggestions  for,  190 

Grain  products,  19,  45,  57,  66,  67,  68, 
151,  164 
food  rating  of,  166 


Grain  products  —  continued 

weights    and     measures    of     100- 

Calorie  portions,  19 
see  also  Cereals 

Grapefruit,  57,  66,  67,  68,  164 

Grapejuice,  20 

Grapenuts,  19 

Grapes,  20,  45,  57, 66,  67,  68,  164,  167 

Greer,  Text  Book  of  Cookery,  76 

Growth 

energy    requirement,    relation    of, 

37-39 
food,  relation  of,  1,  82,  102,  104 
mineral  elements,  relation  of,  60 
vitamines,  relation  of,  71-74,  112 

Halibut,  23 

Ham,  23 

Hazelnuts,  57,  66,  67,  68 

Health 

appearance  in,  100 

controlling  factors,  1,  93 

relation  of  food  to,  5 
Heat  production  in  body,  30 
Hedges,  Well-baby  Primer,  99 
Hickory  nuts,  24 
Holt    and    Shaw,    Food    During    the 

First  Year  of  Life,  92 
Hominy,  19,  45,  57,  66,  67,  68,  164 
Honey,  25,  45,  57,  66,  67,  68 
Hopkins 

discoverer  of  vitamines,  71 

growth  curve  of  rats,  72 
Huckleberries,  20 

Hundred   Calorie    portions,    17;    see 
also  Calories 

Iron 

amount  in  100-Calorie  jjortions, 
table,  68,  191 

comparison  of  amounts  in  com- 
mon foods,  chart,  69 

daily  requirement,  8,  62,  75 

distribution  of,  70 

early  addition  of,  to  the  diet  of  a 
child,  93 

eggs,  iron  in,  65 

function  of,  61 

milk,  iron  in,  93 

storage  in  tissues  of  baby,  93 

Jams  and  jellies,  129 


INDEX 


199 


Kinne  and  Cooley 

Food  and  Health,  27,  43,  88 
Foods  and  Household  ManagemetU, 
27,  133,  161 

Kohlrabi,  45,  57,  ejB,  67,  68 

Lamb,  23,  45,  66,  67,  68 

Lard,  22,  45,  67,  164 

Lemons,  20,  45,  57,  66,  67,  68,  164 

Lentils,  21,  45,  57,  66,  67,  68.  164 

Lettuce,  21,  45,  67,  66,  67,  68,  164 

Liver,  23 

Luncheons 

box,  84 

home,  87 

school,  86 
Lusk 

Basis  of  Nutrition,  58 

energy    requirements    for    women 
of  different  occupations,  35 

relation  of  heat  given  off  to  mus- 
cular activity,  31 

Macaroni,    19.   45,   57.   66.   67,    68. 

151,164 
Mackerel,  23 

Maple  sirup,  25,  45,  57,  66.  67,  68 
Marketing,  150-154 
McCoUum,   relation  of  mineral  ele- 
ments to  growth,  charts,  60,  61 
McCoUum  and  Davis,  experimental 

work  on  vitamines,  71 
Meals  {see  also  Diet  and  Food) 
food  combinations  for,  144,  145 
for  a  day,  137-143 
planning  for  a  family,  134-143 
regularity  of,  93 
score  card  for,  146 
serving  of,  attractively,  145 
typical     meals     of     high     school 

girls  and  boys,  79 
well  balanced,  143 
Meat,  23,  45,  57,  66,  67,  68,  151,  164 
adults,  meat  for,  129 
children,  meat  for,  129 
food  rating  of,  170 
relative   importance   in   the   diet, 

112 
weights     and     measures     of     the 
100-Calorie  portions,  23 
Mendel,  low  calcium  diet,  100 


Midday  meal  for  a  school  child 

box  luncheon,  84 

home  luncheon,  87 

school  luncheon,  86 
Milk,   22,  45.   57.   66.   67,   68,   103, 
116.  164 

adults,  milk  for,  121 

clean  milk,  value  of.  96 

cows.  90 

food  rating  of.  170 

mineral  elements  in,  65.  93 

modified,  90 

mother's,  90 

significance    of,   in    diet   for    chil- 
dren, 101,  121.  136 
Mineral  elements 

effect  upon  growth,  charts.  60.  61 

foods  valuable  for,  65 

functions  of,  8,  30.  59.  61 

meaning  of,  59 
Molasses,  25,  45.  57,  66,  67,  68 
Muscular  activity.  31-34 
Mushrooms.  21 
Muskmelons,  20 
Mutton,  23,  57.  66,  67,  68 

Nuts,  24,  45,  57,  66,  67,  68,  164 

adults,  in  diet  of,  132 

children,  in  diet  of,  132 

food  rating  of,  167 

percentage  of  carbohydrate  in, 
table,  187 

weights  and  measures  of  100- 
Calorie  portions,  24 

Oats,  roUed,  19,  45,  57,  66,  67,  68, 

164 
Oleomargarine,  22 
Olive  oil,  22,  164 
Olives,  20,  45,  57,  66,  67,  68,  164 
Onions,  21,  45,  57,  66,  67,  68,  164 
Oranges,  20,  45,  57,  66,  67,  68,  164 
Osborne  and   Mendel,  experimental 

work  on  vitamines,  71 
Overweight  condition 

cause,  178 

diet  for  table,  180 

remedy,  178 

suggestive  meals  for,  181 
Oysters,  23,  57,  66,  67 


200 


INDEX 


Parsnips,  21,  45.  57,  66,  67,  68,  164 
Peaches,  20,  45,  57,  66,  67,  68,  164 
Peanuts,  24,  45,  57,  66,  67,  68,  164 
Pears,  20,  45,  57,  66,  67,  68,  164 
Peas,  21,  45,  57,  66,  67,  68,  164 
Pecans,  24,  45,  57,  66,  67,  68,  164 
Peppers,  45,  57,  66,  67,  68 
Phosphorus 

amount    in    100-Calorie    portions 
of  food,  table,  66,  191 

daUy    requirement,     62,     63,     64, 
75,  81 

distribution  of,  69 

eggs,  phosphorus  in,  65 

functions  of,  62 
Pineapple,   20,   45,   67,   66,   67,   68, 

164 
Pinenuts,  24 

Plums,  20,  45,  57,  66,  67,  68,  164 
Pork,  23,  57,  66,  67,  68 
Potatoes,    21,    45,    57,    66,    67,    68, 

151,  164 
Proteins 

amount    in    lOO-Calorie    portions 
of  food,  table,  57,  191 

comparison  of,  in  common  foods, 
chart,  54 

daily  requirement,  8,  55,  75,  81 

energy  value  of,  26 

functions  of,  7,  8,  30,  50,  53 

relative  value  of,  53 

sources,  53 
Prunes,  20,  45,  67,  66,  67,  68,  151, 

164 
Pumpkins,  45,  57,  66.  67,  68 

Radishes,  21,  45,  57,  66,  67,  68,  164 
Raisins,  20,  45,  57,  66,  67,  68,  164 
Raspberries,  20,  45,  57,  66,  67,  68 
Rating,  see  Food  rating 
Relative   food    values,    charts,    158, 

159 
Rhubarb,  20,  46,  57,  66,  67,  68 
Rice,  19,  45,  57,  66,  67,  68,  164 
Richards,  Cost  of  Living,  161 
Richards  and  Norton,  Cost  of  Food, 

161 
Rose,    Feeding    the   Family,    14,    43, 

99,  118,  133,  147 
Laboratory    Manual   for    Dietetics, 

27 


Rose  —  continued 

Food  for  School  Boys  and  Girls,  133 
Some  Facts  to  Help  the  Housewife 
in  Feeding  her  Family,  147 

Rye  flour,  57,  66,  67,  68,  164 

Salmon,  23,  164 
Sardines,  23 
Sausage,  23 
Scallops,  23 

Schedules    for    the    feeding    of    chil- 
dren, see  Feeding  schedules 
School  children,  see  Children 
School  luncheons,  79,  86 
Score  card  for  the  planning  of  meais, 

146 
Sherman,    Chemistry    of    Food     and 
Nutrition,  76,  173 
Food  Products,  58 
method  for  judging  relative  value 

of  foods,  162-165 
suggestions    for    a    wise    expendi- 
ture of  money  for  food,  156 
Sherman    and     Gillett,     A     Dietary 

Stiuly,  173 
Shredded  wheat,  19,  45,  57,  66,  67, 

68 
Shrimps,  23 

Size,     relation     to    energy    require- 
ment, 34 
Spinach,  21,  45,  57,  66,  67,  68,  164 
Squash,  45,  57,  66,  67,  68,  164 
Standard  portions,  see  Calories 
Starch,  7,  8,  48 

Stewart,  Lessons  in  Cookery,  147 
Stiles,  An  Adequate  Diet,  58 
Strawberries,  20,  45,  57,  66,  67,  68 
Suet,  22 

Sugars,   25,  45,  47,  48,   57,   66,   67, 
68,  164 
digestibility  of,  26 
food  rating  of  foods  rich  in  sugar, 

170 
functions  of,  7,  8. 
place  in  the  diet,  50,  106,   113,  130 
relative  value  of,  chart,  113 
weights    and     measures    of     100- 
Calorie  portions  of,  25 

Tapioca,  19,  57,  66,  67,  68 
Tea,  102 


.INDEX 


201 


Teeth,  9,  107 

Tigerstedt,     food     requirement    for 

different  degree  of  activity,  36 
Tomatoes,   21,   45,   67,   66,   67,   68, 

164 
Tuberculosis,  181 
diet  in,  182-186 
Tuna  fish,  23 
Turkey,  23 
Turnips,    21,    45,    57,    66,    67,    68. 

164 

Veal,  23,  57,  66,  67,  68 

Vegetables,   21,   45,   57,   66,   67,   68, 

116,  117,  151,  164 
carbohydrate,        percentage        in, 

table,  187 
food  rating  of,  167 
place  in  the  diet,  109,  126 
quantity  recommended  for  health, 

127 
value  of.  Ill,  127,  136 
weights    and     measures    of     100- 

Calorie  portions,  21 
Vitamines 

effect  of  heat  on,  74 

fat  soluble  A,  73,  127,  131 

growth   curve,   relation  of,   chart, 

72 
milk,  occurrence  in,  102,  172 
occurrence   in    foods,    49,    73,    74, 

127 
significance  of,  8,  30,  71 
water  soluble  B,  73 


Vitamines  —  continued 
water  soluble  C,  74 
Von     Norden,     food     requirements 
of  elderly  people,  40 

Walnuts,  24,  45,  57,  66,  67,  68,  164 
Water,  functions  of,  10 
occurrence  in  foods,  10,  11 
quantity    in    the    diet,     11,     132, 

177 
value    of,     in    constipation,     176, 
177 
Watermelon,  20,  45,  57,  66,  67,  68 
Water  soluble  B,  74 
Water  soluble  C,  74 
Weaning  a  baby,  98 
Weight 

boys'  increase  in,  per  year,  chart, 

82 
food    habits,    influence    of,    chart, 

12 
girls,  increase  in,  per  year,  chart, 

82 
height  and  age,  relation  to,  tables, 

2,  3,4 
weight  charts 
actual  record,  13 
method  of  preparing,  12 
West,  Infant  Care,  99 
Wheat,  194  ;   see  also  Grain  products 

and  Cereals 
Women,  food  requirements,  35 

Zwiebach,  19,  108 


Printed  in  the  United  States  uf  America. 


UNIVERSITY  OF  CALIFORNIA  AT  LOS  ANGELES 

THE  UNIVERSITY  LIBRARY 
This  book  is  DUE  on  the  last  date  stamped  below 


\f^ 


WAY  1 1  19^9 


FormL-9-20m-8,'3" 


-^^ 


000  503  907     8 


Al  I 


'■'UA 


TX 

551 

W66d 

cop.l 


JFnrr:\^i> 


